Gameful Experience in Gamification: Construction and Validation of a Gameful Experience Scale [GAMEX]

Eppmann, René; Bekk, Magdalena; Klein, Kristina

doi:10.1016/j.intmar.2018.03.002

Cited by 231 publications

(230 citation statements)

References 75 publications

(137 reference statements)

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“…This type of methodology, which is booming within the field of social sciences [55], allows a joint use of qualitative and quantitative methods with the aim of creating an in-depth image about the reality studied [56]. For the quantitative part, the GAMEX (Gameful Experience Scale) scale is used, with the objective of assessing students' perceptions from different dimensions [49,57]. For the qualitative analysis, the classic process of reducing the information categorization and interpreting the open questions has been done.…”

Section: Methodsmentioning

confidence: 99%

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

Belmonte

Robles

Cabrera

et al. 2020

IJERPH

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Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group—traditional; experimental groups—escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.

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Section: Methodsmentioning

confidence: 99%

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

Belmonte

Robles

Cabrera

et al. 2020

IJERPH

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“…GAMEX ha demostrado su fiabilidad como instrumento de recogida de información sobre experiencias gamificadas (Eppmann, Bekk y Klein, 2018). Los autores originales obtienen índices de consistencia interna del constructo muy buenos.…”

Section: Instrumentounclassified

“…Los indicadores de validez y confiabilidad analizados han mostrado que el modelo original propuesto por los autores (Eppmann, Bekk y Klein, 2018) tiene algunas deficiencias en su planteamiento teórico. Aunque los autores se basan en propuestas ya establecidas, como la escala GEQ (Game Engagement/Experience Questionnaire) o GExpQ (Game Experience Questionnaire), parece ser, según indican los resultados, que no se ha realizado una buena interpretación o adaptación de los mismos al objetivo inicial de la investigación.…”

Section: Discusión Y Conclusionesunclassified

“…Dada la importancia de la temática, y ya que no existía en español una escala de medición de experiencias gamificadas en educación, este trabajo supone ofrecer a la comunidad científica la traducción y validación de una herramienta como es la escala de Gameful Experience Scale (GAMEX) usada para medir la gamificación en el ámbito del marketing (Eppmann, Bekk y Klein, 2018), para traerla al área de educación. Esta aportación es necesaria en el campo de la investigación y vendría sustentada por Vesa y Harviainen (2018), que postulan que la gamificación es un fenómeno de interés que va más allá de las intervenciones basadas en el juego y que debería estar más rigurosamente expuesta a la investigación organizativa.…”

Section: Introductionunclassified

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Traducción y validación de la escala de evaluación de experiencias gamificadas (GAMEX)

Parra-González¹,

Robles²

2019

Bordón

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INTRODUCCIÓN. El uso de la gamificación en educación consiste en el uso de mecánicas, diseño o estructuras de juegos en las aulas. Hay que destacar la diferencia entre un juego, que es entendido como un producto acabado, algo concreto, y la gamificación, que parte de un contenido didáctico, definiéndola como una actividad que contiene elementos y espíritu de juego. Mediante esta metodología innovadora se premia y valora el esfuerzo, no sólo el logro, mediante insignias. A través de esta metodología, el juego se trata como elemento motivador en clase, y está considerada como una metodología activa ya que el alumno debe estar activo y ser el protagonista en el proceso de aprendizaje. MÉTODO. Este trabajo supone la traducción y validación de una escala GAMEX (Gameful Experience in Gamification) que mide la experiencia gamificada en inglés y alemán. La muestra está compuesta por 235 participantes relacionados con educación y experiencias gamificadas (52% docentes y 48% estudiantes). Se llevaron a cabo análisis factorial exploratorio (AFE) y análisis factorial de confirmatorio (AFC) para confirmar la estructura dimensional de la escala. RESULTADOS. Los resultados muestran la complejidad de evaluar experiencias gamificadas desde una perspectiva única y válida, ya que entran en juego varias dimensiones. Hay instrumentos válidos que no tienen en cuenta todas las dimensiones, y este instrumento propuesto muestra niveles aceptables de ajuste que el modelo original. DISCUSIÓN. Se enfatiza la naturaleza multifadimensional de la experiencia gamificada y se pone de manifiesto la necesidad de crear un instrumento para evaluarla y poder mejorar las experiencias gamificadas futuras.

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“…In recent decades, the elements of gamification have been widely used in psychology [11,12], education [13,14], business [15], marketing, social networks [16], health care service [17,18] and in other areas. In marketing practice, gamification is used to influence the behavior of consumers and increase the interest of buyers (consumers) in a particular product or service [19]. In education, the elements of gamification are used to improve the learning process, to heighten the interest of students, to increase students' academic progress [20,21,22,23].…”

Section: Introductionmentioning

confidence: 99%

Studentsâ€™ Satisfaction with Interactive Forms of Training with Elements of Gamification

Demchenko¹,

Vinichenko²,

Демченко³

et al. 2018

IJET

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The article considers students' satisfaction with interactive forms of training with elements of gamification. Based on the empirical study, the level of students’ satisfaction with interactive forms of training with elements of gamification has been measured. The study has been conducted at 6 educational organizations that carry out educational activities on educational programs of higher education – bachelor, specialist and master degree programs. A set of sociological methods has been used in the study: a questionnaire survey of students, an expert survey of teachers working at higher education institutions, an analysis of documents; content analysis; a method of mathematical data processing (correlation analysis, using the software package SPSS Statistics 23). Based on the analysis of the scientific literature and the results of the sociological research conducted, it has been established that the students are more satisfied with the quality of interactive sessions with elements of gamification (57.01%) than with the quality of training by traditional methods (23.36%) and the quality of the content of classes conducted by traditional methods (19.63%). It has been revealed that the use of interactive forms of training with elements of gamification is the most effective: to increase the effectiveness of mastering the training material (20%); for decision-making (17.33%); to heighten interest in learning (15.33%). The closeness of the views of students and teachers on the assessment of interactive forms of training with elements of gamification and assessment of classes conducted by traditional methods has been determined by means of Spearman's rank correlation coefficient. The obtained data of the correlation analysis have shown a rather high level of correlation and indicated the closeness of the views of students and teachers on the phenomena studied.

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Gameful Experience in Gamification: Construction and Validation of a Gameful Experience Scale [GAMEX]

Cited by 231 publications

References 75 publications

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

Traducción y validación de la escala de evaluación de experiencias gamificadas (GAMEX)

Studentsâ€™ Satisfaction with Interactive Forms of Training with Elements of Gamification

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