Exploring the differences between gamer and non-gamer students in the effects of gamification on their motivation and learning

Recabarren, Matías; Corvalán, Benjamín; Villegas, Montserrat

doi:10.1080/10494820.2021.1933543

Cited by 12 publications

(3 citation statements)

References 40 publications

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“…Conversely, for the majority of participants who are not avid gamers perhaps do not have other computer games to compare against, hence they have expressed that gamified learning allows better engagement and enjoyment compared with traditional modes of learning once technical issues are ironed out. This is in contrast to results of studies 25,26 which revealed that gamification was rated more favourably by gamers compared with non-gamers. However, it must be noted that these studies were carried out using only gamification, that is game elements and were not actual games.…”

Section: Comparisons With Existing Literaturecontrasting

confidence: 99%

Exploring gamified learning for inculcating patient safety concepts in dentistry: A mixed‐methods study

Song

Foo

Ong

2022

Eur J Dental Education

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Introduction Freshly graduated dentists transition from a supervised undergraduate school clinic into their workplace with limited knowledge on patient safety goals. Many studies have demonstrated benefits of using gamified media in clinical education, but no research has yet been conducted to find out its application in teaching patient safety concepts in dentistry. This study therefore aimed to find out the value of gamified learning in inculcating patient safety concepts in dentistry. Materials and Methods This mixed‐methods study was conducted on general dentists working in NDCS with a post‐bachelor's degree graduation work experience of ≤5 years using a conceptual framework consisting of pre/post‐knowledge assessment, game data and game performance review. A pre‐intervention knowledge test was conducted before a gamified learning educational intervention involving participants assuming the role of a clinician avatar managing different clinical scenarios in a game. After the intervention, participants completed an online survey. Focus group interviews were then organised to find out more about their game experience. A post‐intervention knowledge test was also conducted. Results Quantitative results showed a significant improvement in test scores of participants after gamified learning. Qualitative feedback of the gamified learning experience was largely positive with majority of participants finding it beneficial though it also revealed some negative aspects and areas of improvement to work on. Conclusion Gamified learning was valuable in improving knowledge and enhancing learning of patient safety in this study group and has the potential for greater educational benefits given more funding to improve on the game prototype.

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Section: Comparisons With Existing Literaturecontrasting

confidence: 99%

Exploring gamified learning for inculcating patient safety concepts in dentistry: A mixed‐methods study

Song

Foo

Ong

2022

Eur J Dental Education

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“…Present research shows that the use of gamification has a positive effect on the motivational aspects of learning (Recabarren et al, 2021). In addition, gamification in education is associated with a number of benefits and is widely used in many universities.…”

Section: Introductionmentioning

confidence: 77%

Modern Technologies and Gamification in Historical Education

Moseykina

Toktamysov

Danshina

2022

Simulation & Gaming

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Background The study aims to consider the prospect possibilities of gamification in historical education and its influence on the development of key professional competencies of workers necessary in current condition of humanitarian sphere development. Methods An experimental study theoretically substantiates the prospects for the gamification of education on the example of history education, in which 40 students from the Рeoples’ Friendship University of Russia and Sechenov First Moscow State Medical University took part. A pedagogical model of gamified history study has been developed and implemented into a 3-month online learning course “Technology for constructing historical interpretations.” The following technological tools were used to support the implementation of gamified learning: the Academy Learning Management System (LMS), the Facebook social network, social media information resources, augmented and virtual reality technologies. A survey was conducted on the Academy LMS platform, in which students were asked to assess the promising opportunities for the impact of gamified learning on the development of key professional competencies in terms of the degree of influence. Results The research results confirmed that the creation of a joint creative and expanded gaming experience leads to the acquisition of practical knowledge and allows learners to acquire skills that are highly relevant for professionals of the 21st century. The students confirmed that educational progress was achieved due to the effective organization of their learning activities, group changeover at the stages of developing historical interpretations, and gamification, which caused a feeling of excitement and qualitatively influenced the desire to achieve the best educational results. Gamified learning allowed educators to keep students' interest in the subject of study. Conclusions According to the results of a survey of students at the end of the course, it was concluded that gamification in history education has a positive effect on the evolutionary development of a personality adaptive to the socio-economic conditions of the 21st century. A model of the evolutionary vertical and horizontal development of the personality has been described.

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“…For instance, studies have found gamification's effect ranged from positive to negative within the same sample, depending on the user (Rodrigues, Toda, Oliveira, et al, 2020; . Similarly, empirical evidence shows cases wherein gamification's impact changed depending on specific characteristics, such as gender (Pedro, Lopes, Prates, Vassileva, & Isotani, 2015), age (Polo-Peña et al, 2020) and being a gamer (Recabarren et al, 2021).…”

Section: Gamified Learning: Effects and Moderatorsmentioning

confidence: 99%

Tailoring gamified educational systems to users and context

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Exploring the differences between gamer and non-gamer students in the effects of gamification on their motivation and learning

Cited by 12 publications

References 40 publications

Exploring gamified learning for inculcating patient safety concepts in dentistry: A mixed‐methods study

Exploring gamified learning for inculcating patient safety concepts in dentistry: A mixed‐methods study

Modern Technologies and Gamification in Historical Education

Tailoring gamified educational systems to users and context

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