Gamification for the Motivation of Scientific and Pedagogical Staff

Kirillov, Andrey V.; Melnichuk, Aleksandr V.; Bondaletov, Valery V.; Li, Natalia P.; Lvova, Marina A.

doi:10.7456/1080sse/144

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…The most common strategy used for designing gamified experiences is to use game elements. In the growing number of educational systems that are incorporating game elements to improve the learning experience, points, badges, and leaderboards are some of the most commonly used (Warmelink et al 2020;Kirillov et al 2018;Dicheva, Irwin, and Dichev 2018b;Werbach and Hunter 2012;Zichermann and Cunningham 2011). The junction of these three elements is known as the PBL triad, and the extensive focus on these elements has given rise to a large part of the criticisms of gamified applications.…”

Section: Discussionmentioning

confidence: 99%

“…The most common strategy used for designing gamified experiences is to use 'game elements' . In the growing number of educational systems that incorporate game elements to improve the learning experience, points, badges, and leaderboards are some of the most commonly used (Warmelink et al 2020;Kirillov et al 2018;Dicheva, Irwin, and Dichev 2018b;Werbach and Hunter 2012;Zichermann and Cunningham 2011). For this reason, a gamification approach was chosen for this study due to its engaging and motivating features, which could enhance the learning experience (Dicheva, Dichev, and Irwin 2018a;Çakıroğlu et al 2017;Werbach and Hunter 2012), assist the cognitive domain of learning (Kapp 2012) and, consequently, improve the learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Ocean literacy gamified: A systematic evaluation of the effect of game elements on students’ learning experience

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Turner

et al. 2021

Environmental Education Research

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Low levels of concern about anthropogenic climate change have been attributed to a range of factors, some of which relate to education. These include people's lack of understanding and engagement with the multifaceted nature and extent of the problem that it presents to current and future generations. Limited knowledge is also known to be an obstacle to individual behaviour change, with important implications for young people's perceptions of the urgency to act and awareness of the consequences of their own behaviours. In this study, we explored ways to address low levels of understanding about ocean science dimensions to climate change phenomena, cognisant of a growing awareness that formal education curricula do not adequately engage young people with developing ocean literacy. Participants were a sample of secondary school students (11 to 14 years) in Portugal and the UK. Using a gamified mobile application, it was examined relationships between the use of different game elements such as points, badges and leaderboards, and learning outcomes. Systematic evaluation of each element shows how different game features affected the participants' learning experience and learning outcomes. Implications for formal and informal marine education, climate education, and how to improve ocean literacy efforts, are also discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Ocean literacy gamified: A systematic evaluation of the effect of game elements on students’ learning experience

Leitão

Maguire

Turner

et al. 2021

Environmental Education Research

View full text Add to dashboard Cite

show abstract

“…Since previous gamified studies have yielded contradictory findings and one sharp criticism is that multiple game elements were often studied in combination, (Denny et al, 2018;Hamari et al, 2014;Landers et al, 2017;Mekler et al, 2013), the research prototype Ocean Literacy was developed to help answer this concern. The selection of these game elements lied on the literature, which reported that the PBL triad (points, badges and leaderboards) is one of the most commonly used gamification elements (Dicheva et al, 2018;Kirillov et al, 2018;Werbach & Hunter, 2012;Zichermann & Cunningham, 2011). One of the reasons for the widespread use of these elements is the idea of easy implementation compared to other ones (Chou, 2016;Dicheva et al, 2018).…”

Section: Research Tool -Matching Motivation To Game Elementsmentioning

confidence: 99%

A systematic evaluation of game elements effects on students’ motivation

et al. 2021

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Motivation theory is indispensable when discussing processes of learning. Learners who are motivated can learn almost everything. Students’ motivation is probably one of the most important factors for teacher effectiveness both for engagement in the learning process and high academic performance. To have effective environmental education, it is not only necessary to inform the public about the ocean but also to involve and engage them is essential. Motivation and engagement are some of the most commonly mentioned concepts in gamification, thus, a gamified application seems to have the necessary features to improve the motivation of students in the learning context of Ocean Literacy topics. The main aims of this work were: i) to understand through a systematic evaluation, how game elements affect the different motivation layers; and ii) to compare them in terms of enhancing the motivation to recycle among secondary school students (11-14 years). To measure students’ motivation, a pre-test and a post-test using a recycling situational motivation survey were administered in a classroom environment in Portugal and the UK. Findings show a trend regarding the effect of game elements mainly on the most autonomous forms of motivation. The different game elements, each one with different degrees of effects, were shown to have potential to increase motivation.

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