Gamification in assessment: Do points affect test performance?

Attali, Yigal; Arieli‐Attali, Meirav

doi:10.1016/j.compedu.2014.12.012

Cited by 311 publications

(220 citation statements)

References 20 publications

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“…Oyunlaştırmaya ilişkin yapılan araştırmalar genel itibari ile litaratür oluşturma (Deterding vd., 2011;Xu, 2011;Zicherman ve Cunningham, 2011), oyunlaştırmanın nasıl daha etkili kullanılabileceğine dair öneriler getirme (Lee ve Hammer, 2011;Muntean, 2011;Wongso vd., 2014), başarı, motivasyon, tutum ve alışkanlıklar üzerine etki (Buckley ve Doyle, 2014;De-Marcos vd., 2014;Faghihi vd., 2014) veya salt olarak rozet veya başarı puanı gibi bir oyun bileşeninin etkisi (Antin ve Churchill, 2011;Attali ve Arieli-Attali, 2015;Botra vd., 2014) üzerinedir. Oyunlaştırma kapsamında öğeler arası ilişki veya sıralamaya ilişkin bir çalışmaya rastlanılamamıştır.…”

Section: Zort=(terime Ilişkin Pozitif Cümlenin Z Değeri -Terime Ilişkunclassified

Students’ Perceptions about Gamification of Education: A Q-Method Analysis

Yıldırım

2017

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Bu çalışma, eğitimin oyunlaştırılmasının öğrenciler tarafından nasıl algılandığını, oyunlaştırma hakkındaki öğrenci görüşlerinin ortak bir paydada birleşip birleşmediğini ve oyunlaştırmanın öne çıkan öğelerinin neler olduklarını belirlemeyi amaçlamaktadır. Bu çalışmada nicel ve nitel süreçleri bir arada içeren Q metodolojisi kullanılmıştır. Q metodolojisi, bilimsel araştırma sürecinde insanların bakış açılarını, fikirlerini, inançlarını ve tutumlarını öznel ve sistematik bir biçimde ortaya koymayı amaçlamaktadır. Araştırmanın katılımcıları, 2014 yılı Güz döneminde oyunlaştırma temelli tasarımda yürütülen Öğretim İlke ve Yöntemleri dersine gönüllü olarak katılan 34 Eğitim Fakültesi ikinci sınıf öğrencisinden oluşmaktadır. Araştırmanın sonuçları, öğrencilerin eğitimde oyunlaştırma sürecine ilişkin ortak bir tutum sergiledikleri ve bu ortak tutumun olumlu olduğunu göstermektedir. Buna ek olarak, oyunlaştırmanın öne çıkan öğeleri sürecin mantığı, duygular, ilerleme yapısı, başarı puanı ve rozetler olarak belirlenmiştir. Ayrıca, dinamiklerin ve mekaniklerin Z skorlarının toplamının, bileşenlerinkinin iki katı olduğu görülmüştür. Oyunlaştırma Q metot Eğitim Üniversite öğrencileriOyun tasarımı

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Section: Zort=(terime Ilişkin Pozitif Cümlenin Z Değeri -Terime Ilişkunclassified

Students’ Perceptions about Gamification of Education: A Q-Method Analysis

Yıldırım

2017

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“…In the case of SSRTs however, we found evidence of equality between the Points variant and the Non-Game variant. Though the Points variant had longer non-stop reaction times, it is possible that the highly salient feedback and motivational effect of points served to increase participant performance, as has been found in a number of previous studies (Attali & Arieli-Attali, 2015;Leotti & Wager, 2010;Ninaus et al, 2015).…”

Section: Discussionmentioning

confidence: 88%

No effect of gamification on attrition from a longitudinal cognitive testing study

Lumsden¹,

Skinner²,

Coyle³

et al. 2017

Preprint

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The prospect of assessing cognition longitudinally is attractive to researchers, health practitioners and pharmaceutical companies alike. However, such repeated-testing regimes place a considerable burden on participants, and with cognitive tasks typically being regarded as effortful and unengaging, these studies may experience high levels of participant attrition. One potential solution is to gamify these tasks to make them more engaging: increasing participant willingness to take part and reducing attrition. However, such an approach must balance task validity with introducing entertaining gamelike elements.We investigated the effects of gamelike features on participant attrition using a betweensubjects, longitudinal online testing study. We used three variants of a common cognitive task, the stop signal task, with a single gamelike feature in each: one variant where points were rewarded for performing optimally, another where the task was given a graphical theme, and a third variant which was a standard stop signal task and served as a control condition. Participants completed four compulsory test sessions over four consecutive days before entering a six-day voluntary testing period where they faced a daily decision to either drop out or continue taking part. Participants were paid for each session they completed.We saw no evidence for an effect of gamification on attrition, with participants dropping out of each variant at equal rates. Our findings raise doubts about the ability of gamification to increase engagement with cognitive testing studies.

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“…Hsu, Chang & Lee [13] defined gamification as the incorporation of game mechanics into nongame settings, which aims to increase users' engagement of the product or service and facility certain behaviours. According with Attali & Arieli-Attali [14] gamification relies on the argument that many traditional activities (including schools' activities and traditional learning) are not inherently interesting, that games, especially computergames, are "fun", and therefore introducing game-like features into these otherwise dull activities would make them more attractive [15].…”

Section: Gaming Mechanics and Features Involved In E-assessmentmentioning

confidence: 99%

“…But it is highly recommended that during the process we also consider a battery of issues/activities that intrinsically can motivate students during learning process. Attali & Arieli-Attali [14] argue that rewarding students for performing well in an educational setting may be counterproductive in the long run. However, even in the short run, research on changing incentives (either by increasing personal stakes or providing external rewards) as a way to increase student performance is inconclusive.…”

Section: Gaming Mechanics and Features Involved In E-assessmentmentioning

confidence: 99%

Milage App – Mobile Learning of Mathematics

Figueiredo¹,

Godejord²,

Rodrigues³

et al. 2016

EDULEARN Proceedings

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This paper presents the novel app MILAGE Learn+ Launcher for smartphones and tablets where students can solve mathematical problems outside the classroom or at home and increase the time they spend learning and practicing mathematics. This app is a tool for learning mathematics that provides a set of problems organized according to the curriculum. It was designed for upper secondary schools but it can be used for other levels and subjects too. This tool is innovative in the introduction of self and peer evaluation for students of secondary schools in a gamification process of solving problems. With this app students solve mathematical problems and they have immediate feedback that is used for self-evaluation. After solving the problem and doing the self-evaluation the student can choose to watch a concise or detailed video to study the problem resolution. The concise video shows the steps need to solve the problem. The detailed video shows in more detail, including background information that may help low achiever students understand the resolution of that problem. In this way, the student can watch the video as many times as those needed to learn how to solve that problem. This is a step for the inclusion of low achiever students in the process of learning mathematics. This app also provides three levels of problems: beginners, intermediate and advanced to accommodate the low achievers and also motivate top performers students to use the app. The student can also at anytime evaluate his peers. In this way, the student can also study again problems of a certain topic when he is evaluating the resolution of a problem solved by another student. In this way, the teacher can also check the self and peer evaluation of his students and has feedback about students' achievements.

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Gamification in assessment: Do points affect test performance?

Cited by 311 publications

References 20 publications

Students’ Perceptions about Gamification of Education: A Q-Method Analysis

Students’ Perceptions about Gamification of Education: A Q-Method Analysis

No effect of gamification on attrition from a longitudinal cognitive testing study

Milage App – Mobile Learning of Mathematics

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