Gamification in E-Learning and Sustainability: A Theoretical Framework

Oliveira, Renata Pereira; Souza, Cristina Gomes de; Reis, Augusto da Cunha; Souza, Wallice Medeiros de

doi:10.3390/su132111945

Cited by 23 publications

(16 citation statements)

References 124 publications

(277 reference statements)

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“…Oliveira et al [30] proposed a theoretical framework relating game elements to behavioral attitudes to promote sustainability and ensure quality of learning. The framework is associated with the PDCA (Plan, Do, Check, Act) stages.…”

Section: Related Workmentioning

confidence: 99%

Game Elements towards More Sustainable Learning in Object-Oriented Programming Course

2022

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Gamification of education is considered to have the capacity to increase students’ engagement in a learning process; to drive learning and skills acquisition; and creates changes for more sustainable behavior. Sustainable behavior is especially important in studying the initial courses at a university. Object-oriented programming (OOP) is such a course in the studies for a programmer’s diploma. We applied four elements of gamification: experience points, interactive content, local team, and global team. A local team is dedicated specifically to the OOP course, but all other game elements can be applied to any course. The course was implemented in a Moodle platform, where two additional plugins for experience points and interactive content were employed. Research using the implemented gamified course in the teaching process was carried out during the fall semester in 2020 and results compared to two previous non-gamified course years. A statistically insignificant increase in the mean grade was observed. Nevertheless, the gamified course resulted in a 7% decrease in the number of students who had to retake the OOP course compared to the year 2019. The gamified course also resulted in a drastic decrease in the number of students requiring a second attempt to pass the course’s exam. The obtained results demonstrate that the gamification of OOP course resulted in more sustainable behavior of the students. Based on the results of students’ questionnaires, we highly recommend using global team game element as it showed a positive effect on students’ engagement when the number of participating students is large.

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Section: Related Workmentioning

confidence: 99%

Game Elements towards More Sustainable Learning in Object-Oriented Programming Course

2022

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“…From the theoretical perspective, gamification can be considered as a new practiceamong new pedagogies and theories are emerging in the field of educational technology TLO 30,2 research (Oliveira, Souza, Reis, & Souza, 2021). Recently a comprehensive review of the literature was performed in gamification from the theoretical perspective.…”

Section: Introductionmentioning

confidence: 99%

A systematic review of gamification in organizational learning

Khodabandelou

Roghanian

Gheysari

et al. 2022

TLO

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Purpose Gamification appears to be one of the most important levers for improving performance and engagement in training programs. Moreover, gamification has been considered as critical to researchers in organizational learning. The main purpose of this study is to provide a general overview of gamification studies in the organizational context. Design/methodology/approach This systematic literature review has been synthesized by reviewing the majority of literature reviews as well as carefully selected primary research studies published between 2010 and 2020. Findings The result of the study revealed that gamification has become a popular technique to improve employee and organizational capabilities. The features of the gamification have been reviewed from three mechanics, dynamics and aesthetics perspectives. Additionally, three primary, middle and optimal affordances and core functions of gamification in organizational learning have been identified and examined. Originality/value This paper fills a gap in the literature regarding the gamification field for systematic review results in an organizational learning context.

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“…Al Kurdi et al (2020) highlighted that e-learning gained recognition because of its ability to deliver educational resources using the internet. According to Oliveira et al (2021), the pandemic paves the way for the social acceptance of e-learning.…”

Section: Introductionmentioning

confidence: 99%

Assessment of e-learning Experience of Senior High School Students in a Private School

Sagala¹,

Haguisan²,

Suarez³

2022

PSSJ

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The global pandemic drastically impacted the education landscape, directing schools to shift from traditional classrooms to online education. Online education paved the way for e-learning as the new normal mode of education. This study assessed the e-learning experiences of Senior High School students in a private academic institution that used a descriptive-correlational research design using mean, standard deviation, t-test, ANOVA, and Pearson correlation coefficient in data analysis. Three hundred sixteen students were surveyed. Results showed that perceived quality is very positive, and students were highly satisfied with their e-learning experience; however, this was not translated to the behavioral intention of recommending e-learning to other students. Results also showed that only the perceived quality significantly differs while the other dimensions do not vary. Finally, the results showed that e-Learning quality, level of satisfaction, behavioral intention, and grade expectation were all positively correlated. It can be concluded that students show a positive assessment of their e-learning experience. However, developing strategies that will enhance their educational learning experience is still recommended to fully embrace the new normal education.

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Gamification in E-Learning and Sustainability: A Theoretical Framework

Cited by 23 publications

References 124 publications

Game Elements towards More Sustainable Learning in Object-Oriented Programming Course

Game Elements towards More Sustainable Learning in Object-Oriented Programming Course

A systematic review of gamification in organizational learning

Assessment of e-learning Experience of Senior High School Students in a Private School

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