Gamification, Online Learning and Motivation: A Quantitative and Qualitative Analysis in Higher Education

Abstract

As a motivational teaching practice, gamification does not always work as expected. This paper supports these findings and adds the factor of online teaching analyzing the results of an experiment carried out in an online higher education context to test the relevance and motivational efficacy of ludic methodologies using learning and knowledge technology. Three groups of students (n=78, n=64, and n=74) participated in gamified experiences in the same subject. These groups were offered different approaches to the experiences, only one of which included a reward. Neither of the gamified experiences was compulsory. The results show how the use of technologies and gamification is not as appealing as it may seem and how other aspects-such as teacher-student relationship and interaction, rewards, and the sense of alienation generated by online teaching-influence student participation. The low rate of participation indicates that teachers must consider not only those students who participate but also those who do not. The main conclusion is that not only the methodology is important, but also the performance and the fact that student-teacher relationship in online education is more demanding, affectively speaking. Thus, those students who were in direct contact with the teacher during the execution of the gamified experience present a higher level of involvement. This is a factor to consider for the motivational needs of online university students where intrinsic and extrinsic motivation and direct interaction play essential roles.

Impact of the Use of Gamified Online Tools: A Study with Kahoot and Quizizz in the Educational Context

“…Both educational games, Kahoot and Quizizz, can be considered fairly lightweight uses of educational gamification. However, especially Kahoot is widely used and has shown various positive results in recent research [31].…”

Enhancing TOEFL Performance and Student Motivation through Integrated Flipped and Gamified Learning in Online Settings

“…Nonetheless, this study's overall results align with previous research in Thailand [48], Turkey [49], and Iran [50] that highlighted positive impacts on learning outcomes. While many studies confirm the positive effects of these approaches [27,28], others indicate no significant differences in academic achievement and motivation between gamified and nongamified learning, emphasizing the importance of teacherstudent relationships and emotional factors in online teaching [42,43].…”

“…In contrast, Can and Dursun [42] found no significant differences in academic achievement and motivation between gamified and nongamified learning groups. Cespón and Lage [43] revealed that the use of technologies and gamification may not be as appealing as expected, with factors like teacher-student relationships, rewards, and alienation influencing student participation. The low participation rate emphasized the importance of considering both participating and nonparticipating students.…”

The impact of gamified learning using Quizizz on ESL learners’ grammar achievement

“…Recently, gamification has been applied in various areas of teaching and learning English because of its great benefits. It was used to motivate learners and enhance their engagement in learning (Bal, 2019;Hanus & Fox, 2015;Jackson & McNamara, 2013;Mchucha et al, 2017;Torrado Cespón & Díaz Lage, 2022). In addition, gamified learning has been proven in some studies to have a positive influence on vocabulary learning (Katemba & Sinuhaji, 2021;Kijpoonphol & Phumchanin, 2018;Pham, 2022a;Waluyo & Brucol, 2021).…”