Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts

Bai, Shurui; Hew, Khe Foon; Huang, Biyun

doi:10.1016/j.edurev.2020.100322

Cited by 373 publications

(320 citation statements)

References 82 publications

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“…A long-term implementation was not performed and no delayed posttest has been applied. Concerns of a novelty effect of gamification that have been raised by others (Bai et al, 2020;Sanchez et al, 2020) cannot be ruled out within our study. Studies involving long-term gamification implementations and delayed posttests are needed to further investigate potential novelty effects and the sustainability of learning outcomes (Bai et al, 2020).…”

Section: Discussionmentioning

confidence: 77%

“…However, the studies investigating gamification in general and in higher education in particular lack theoretical backgrounds as well as rigorous design and measurement (Dichev & Dicheva, 2017). Even though meta‐analytic evidence suggests that gamification has positive effects on learning and motivation (Bai, Hew, & Huang, 2020; Sailer & Homner, 2020), there is still a strong need for gamification research to investigate these effects further. Such studies should include an assessment and analysis of learning processes (Hamari, Koivistor, & Sarsa, 2014), the application of theoretical frameworks (Seaborn & Fels, 2015; Zainuddin, Chu, Shujahat, & Perera, 2020), and methodological rigor (Hamari, 2017), especially in the context of higher education (Huang & Hew, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Gamification of in‐class activities in flipped classroom lectures

Sailer¹,

Sailer²

2020

Brit J Educational Tech

122

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For higher education, the question of how in‐class activities can be supported in large lectures is of great relevance. This paper suggests a gamified flipped classroom approach to address this challenge. In an experimental study, N = 205 educational science students performed either gamified in‐class activities using a gamified quiz with points and a team leaderboard, or non‐gamified in‐class activities using exercise sheets. In line with the theory of gamified learning, the results show a positive indirect effect of gamification on application‐oriented knowledge that is mediated by learning process performance. Furthermore, based on a self‐determination theory framework, the results show positive effects of gamified in‐class activities on intrinsic motivation and social relatedness, but no significant effect on competence need satisfaction. The study provides insights into a particular casual construct of game design elements (points and team leaderboards) triggering specific mechanisms (immediate task‐level feedback and team competition) affecting a mediator (learning process performance) that in turn affects a learning outcome (application‐oriented knowledge).

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Section: Discussionmentioning

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Gamification of in‐class activities in flipped classroom lectures

Sailer¹,

Sailer²

2020

Brit J Educational Tech

122

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“…This has been demonstrated by distinct experiences and researches in different thematic areas (Nielsen-Rodriguez, Romance-Garcia, & Minguet, 2020;Paños-Castro, 2017;Parra-González, Belmonte, et al, 2020;Parra-González, Segura-Robles, & Gómez-Barajas, 2020;Romero, Pérez, & Pérez, 2020;Silva-Quiroz & Maturana-Castillo, 2017;Xi & Hamari, 2020). It is considered one of the most effective tools to increase motivation and commitment of students at any educational stage (Bai, Hew, & Huang, 2020;Cechetti et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Bibliometric and Collaborative Network Analysis on Active Methodologies in Education

Robles

González

Vigil

2020

J. New Approaches Educ. Res.

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Teachers have gradually been making more use of active methodologies at all educational levels, and some even carry out research in this area. The objective of this research was to develop a bibliometric study in order to gain an in-depth view of the scientific literature on active methodologies in education. An analysis of the classic descriptions of bibliometrics, co-authorship indexes and collaboration networks was carried out, using documents indexed by the Web of Science on active methodologies in education between 2009 and 2019. The final data corpus is composed of 513 documents. The results show that publications on this type of research are booming, demonstrating a growing interest in these kinds of studies in the short and medium term. English is the predominant language in these studies, as occurs in the general scientific literature. The results indicate a limited range of topics being studied currently and likely growth in coming years. Therefore, this category of research can be considered as a relevant field of study for the scientific community in the short and medium term.

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“…In the last few years, many studies have been conducted to measure the influence of different kinds of educational systems in students' experiences as such motivation and engagement [Bai et al 2020]. Nonetheless, one of the experiences that is being recently investigated is the flow experience 1 [Shi and Cristea 2016, Marinho et al 2019.…”

Section: Introductionmentioning

confidence: 99%

Towards Automatic Flow Experience Identification in Educational Systems: A Qualitative Study

Oliveira¹,

Toda²,

Palomino³

et al. 2020

Anais Do XXXI Simpósio Brasileiro De Informática Na Educação (SBIE 2020)

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One of the main challenges in the field of learning technologies is the automatic students' flow experience identification in educational systems. This challenge occurs because the flow experience identification is usually conducted by using invasive techniques (e.g., eye trackers or electroencephalograms) or approaches that are not able to handle a large number of students at the same time (e.g., questionnaires/scales or interviews). Despite recent studies proposed to analyze students' flow experience based on user data logs, most of these studies are theoretical without data-based analysis. To move towards the automatic flow experience identification in educational systems, we conducted a qualitative study to analyze possible relations between the students' interaction data logs, behavior, and flow experience in an educational system. The results show that some data logs are related to the students' flow experience. Our results provide insights into the relations amongst the data logs, the flow experience, and students' behavior, which could be beneficial to the development of an approach for automatic identification of the flow experience in educational systems.

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Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts

Cited by 373 publications

References 82 publications

Gamification of in‐class activities in flipped classroom lectures

Gamification of in‐class activities in flipped classroom lectures

Bibliometric and Collaborative Network Analysis on Active Methodologies in Education

Towards Automatic Flow Experience Identification in Educational Systems: A Qualitative Study

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