Exploring the impact of gamification on student engagement and involvement with e-learning systems

Abstract

In spite of the unprecedented popularity to use innovative gaming concepts within the educational context in order to promote active learning, engage people and solve motivational problems, there is an emerging body of research work arguing that gamification is not effective to increase neither the students engagement nor the learning outcomes. In this research paper, an empirical study is conducted to explore how gamification can firstly affect the student learning engagement and the interactivity level with e-learning technologies. Secondly, whether it can be considered as a driving thrust to support sustained learning. A question board is designed and implemented to enable students ask and answer questions related to their taught modules where academic staff can also contribute and validate the most correct answers. The acquisition of data is performed through a period of 10 months in order to investigate the gamification impact over time. The gamified platform was integrated with the online e-learning portal of a university where the adoption of e-learning is considered extremely poor. The obtained results have revealed that gamification can be considered as a valuable tool to entice users for the uptake of educational systems and increase their interactivity and engagement.

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

“…In recent years, scientific literature on gamification has become a growing phenomenon for instructional contexts situated in various disciplines at different levels of education; in primary school (Halloluwa et al, 2018), middle school (Hsu, 2016), high school (Stoyanova et al, 2018), and university (Bouchrika et al, 2019;Buckley & Doyle, 2016;Hassan et al, 2019).…”

A Conceptual Engagement Framework for Gamified E-Learning Platform Activities

“…Based on the literature, some researchers have already tried to develop guidelines for this process of gamifying e-learning platforms [17][18][19], yet the practice of gamifying e-learning platforms has varying rates of success [20]. There is a lack of an agreed-upon formal process of proven design support in the literature [20], indicating a need for the development of a formal guide or standard to streamline the gamification of e-learning platforms [21]. The research community has shown great interest in this domain, and a wide array of guidelines have emerged in the literature [22].…”

Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors

“…To remedy this problem, one of the most prominent instructional methods is through the gamification strategy. Researchers have acknowledged the values of gamification in influencing human behavior (Buckley & Doyle, 2016;Sailer & Homner, 2020), promoting engagement (Brophy, 2015;Rahman et al, 2018), generating motivation (Deterding et al, 2011;Hwang et al, 2015;Persico et al, 2019), promoting attractive competition (Huang et al, 2018), providing spontaneous immediate feedback (Bouchrika et al, 2019;Koivisto & Hamari, 2014), and enhancing students' learning achievement (Attali & Arieli-Attali, 2015;Buckley & Doyle, 2016;Yıldırım & Şen, 2019). Specifically, an enormous body of research has also indicated that game-based learning (GBL) instruction has significantly contributed to promoting students' language learning experience (Ataeifar et al, 2019;Klimova & Kacetl, 2018;Lee et al, 2016;Liu & Chu, 2010;Ma, 2017).…”