Fostering Development of Work Competencies and Motivation via Gamification

Sailer, Michael; Hense, Jan; Mandl, Heinz; Klevers, Markus

doi:10.1007/978-3-319-41713-4_37

Cited by 67 publications

(76 citation statements)

References 54 publications

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“…First, the results suggest that, in general, gamification has the potential to serve as an effective instructional approach for interventions focusing on cognitive, motivational, and behavioral learning outcomes. Second, when considering interventions focusing on behavioral learning outcomes, including game fiction is promising; for example, introducing a fictional game world, which is relevant throughout the gamified intervention, combined with an avatar system, which allows for developing an avatar over time, can help to foster learners' skills (e.g., Sailer et al 2017b). Further, creating a gamification environment that allows learners to engage in both competitive and collaborative interaction can be beneficial: Letting learners work together in teams, while competing with other teams, can help to improve learners' quality of performance and skills (e.g., Sailer et al 2017b).…”

Section: Resultsmentioning

confidence: 99%

The Gamification of Learning: a Meta-analysis

2019

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This meta-analysis was conducted to systematically synthesize research findings on effects of gamification on cognitive, motivational, and behavioral learning outcomes. Results from random effects models showed significant small effects of gamification on cognitive (g = .49, 95% CI [0.30, 0.69], k = 19, N = 1686), motivational (g = .36, 95% CI [0.18, 0.54], k = 16, N = 2246), and behavioral learning outcomes (g = .25, 95% CI [0.04, 0.46], k = 9, N = 951). Whereas the effect of gamification on cognitive learning outcomes was stable in a subsplit analysis of studies employing high methodological rigor, effects on motivational and behavioral outcomes were less stable. Given the heterogeneity of effect sizes, moderator analyses were conducted to examine inclusion of game fiction, social interaction, learning arrangement of the comparison group, as well as situational, contextual, and methodological moderators, namely, period of time, research context, randomization, design, and instruments. Inclusion of game fiction and social interaction were significant moderators of the effect of gamification on behavioral learning outcomes. Inclusion of game fiction and combining competition with collaboration were particularly effective within gamification for fostering behavioral learning outcomes. Results of the subsplit analysis indicated that effects of competition augmented with collaboration might also be valid for motivational learning outcomes. The results suggest that gamification as it is currently operationalized in empirical studies is an effective method for instruction, even though factors contributing to successful gamification are still somewhat unresolved, especially for cognitive learning outcomes.

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Section: Resultsmentioning

confidence: 99%

The Gamification of Learning: a Meta-analysis

2019

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“…Moreover, gamification could represent a more efficient teaching and learning strategy than other tools, such as lectures, so that the competences acquired during the training process are transferred more successfully to the work context [5]. In fact, simulation games build more confidence for on-the-job application of learned knowledge than classroom instruction does [6] [7]. Even, there is not one universal definition for simulation, most of them emphasize that constitutes an imitation of a system involving the construction of an artificial history, with the real system features [8].…”

Section: Introductionmentioning

confidence: 99%

Game Base Learning in Psychology Education: Improving Undergraduates Competence for Team Working

Martín-Hernández¹,

Azkue²,

Nieto³

2018

EDULEARN Proceedings

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Gamification has been identified, as an interesting tool, to make educational processes more efficient. It supposes the application of gameful thinking, and game mechanics, in non-game contexts to engage users in solving problems or carrying out tasks. There is solid and growing empirical evidence that supports how games can favour effective learning in a variety of subjects. Some findings showed, that the mean scores of university students in classrooms using the game were significantly higher than those in classes that did not, supporting the idea that knowledge acquisition and content understanding can be learning from games. Moreover, it has been found that simulation games build more confidence for on-the-job application of learned knowledge, than classroom instruction does. Throughout their university training, Psychology undergraduates must acquire various knowledges and competences that are necessary to exercise their future professional activity in an effective and efficient way. Among them is the competence to work in teams, as well as to manage teams and groups so that they work properly. An important part of key knowledges to develop such competences are worked and developed in the classroom of Groups Psychology, at the end of the third course of Psychology Degree. In this context this paper deals, on one hand, with the development of a proposal of a game-based learning experience amongst Psychology undergraduates and on the other hand, with testing its effects on such undergraduates´ own competence perceptions for teamworking. We developed a simulation game called "the group to the rescue" that implies for the undergraduates to be confronted as a group to a new and a potential stressing situation that needs a fast and effective solution. In order to identify that solution, it is necessary to use some of the learnings and knowledges related to the physical and social environment of the groups that will be easier acquired and interiorized through this game. Moreover, this simulation game will have a positive impact in terms of building more confidence in one´s own competence perception for teamwork. Our results, in a sample composed by the 31 Psychology Undergraduates that participated in the game, showed that after it, undergraduates have a higher perception of their competence for working effectively in teams. These findings are useful in order to foster the development of team working competence.

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“…Due to its potential in terms of learning and training a wide array of knowledges, core competences, attitudes, and skills though an enjoying and motivating way, it has been affirmed that gamification represents a powerful tool to transform Higher Education as well [2]. It is interesting to note that when gamification adopts the form of a simulation game convey course material actively rather than passively levels of declarative and procedural knowledge as well retention for trainees taught are higher, building more confidence for on-the-job application of learned knowledge than classroom instruction does [4] [5].…”

Section: Introductionmentioning

confidence: 99%

Enhancing Motivation, Engagement and Team Building Among Psychology Undergraduates Through Game Base Learning

Martín-Hernández¹,

Nieto²,

Azkue³

et al. 2018

EDULEARN Proceedings

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Regardless of their form, educational games have as primary purpose educating or training. In the higher university context, serious games, gamification and game-based learning, are designed to make educational processes more efficient. A growing body of research has shown that the incorporation of games in the classroom is often more effective than traditional teaching methods in terms of active participation, concentration, development of social and solving problems skills, academic achievements and performance among university students. Furthermore, games can enhance intrinsic motivation, flow experiences, and engagement, as well as some relevant key groups' skills as teamworking. In order words, learning would be interesting, motivating, engaging, funny and effective through games. However, a substantial part of the aforementioned results regard to usefulness and relevance of game based learning, come from digital games. In this sense, it has been noted that digital game environments cannot provide face-to-face interaction, while in a classroom situation, student-student interactions could exert a profound impact on learning. Game based learning based on this face-toface interaction could be even more crucial in the case of Psychology undergraduates. As future psychologists, they will often have to work, on the basis of that face-to-face interaction, managing groups and work teams that will have to be effective. An important part of key knowledges to develop such competence must be learned in the classroom of Groups Psychology, at the end of the third course of Psychology Degree. In this context, the main objective of this work is to evaluate the effects of a group simulation gamebased learning experience, in terms of intrinsic motivation, engagement and teamworking amongst psychology undergraduates. Such game-based learning experience implies for the undergraduates to use some of the learnings and knowledges related to the physical and social environment of the groups that will be easier acquired and interiorized through this game. Psychology undergraduates are confronted in small groups-around five members-to a new and a potential stressing situation that needs a fast and effective solution. Our results, in a sample composed by the 31 Psychology Undergraduates that participated in the game, based on face-to-face interaction, showed that after it, undergraduates' intrinsic motivation was higher, as well as, they experienced more engagement, and a stronger sense of team building within their own work group. We think these findings are useful in order to foster intrinsic motivation, engagement, and team working among university students.

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Fostering Development of Work Competencies and Motivation via Gamification

Cited by 67 publications

References 54 publications

The Gamification of Learning: a Meta-analysis

The Gamification of Learning: a Meta-analysis

Game Base Learning in Psychology Education: Improving Undergraduates Competence for Team Working

Enhancing Motivation, Engagement and Team Building Among Psychology Undergraduates Through Game Base Learning

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