Gamification through leaderboards: An empirical study in engineering education

Ortiz‐Rojas, Margarita; Chiluiza, Katherine; Valcke, Martin

doi:10.1002/cae.12116

Cited by 94 publications

(76 citation statements)

References 51 publications

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“…The researcher conducted a meta-analysis on the findings from the systematic review, using the codes from the PRISMA guidelines and the mean difference values from research articles. The mean ES values, along with 95% CIs, were estimated using a random-effects model for all outcomes [ 3 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 ] displayed in Table 1 . To compute ES measures, mean group differences of final test score and participation level between gamification and control group were used.…”

Section: Methodsmentioning

confidence: 99%

Effects of Gamification on Behavioral Change in Education: A Meta-Analysis

Kim

Castelli

2021

IJERPH

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Background: Gamified reward systems, such as providing digital badges earned for specific accomplishments, are related to student engagement in educational settings. The purpose of this study was to conduct a meta-analytic review to quantify the effects of gamified interventions on student behavioral change. Methods: A meta-analysis was performed using the following databases: The Academic Search Complete, Communication & Mass Media Complete, Education Source, ERIC, Library Information Science & Technology Abstracts, and PsycINFO. Inclusion in the review required: (a) peer-reviewed conducted between 2010 and 2019, (b) experimental controlled design, (c) gamification elements, and (d) educational setting. Results: Using a random-effects model, a statistically significant (Cohen’s d (ES) = 0.48, 95% CI = 0.33, 0.62) gamification effect was evidenced by moderate and positive grand effects sizes (ES). Gamification effects were higher with adults in higher education (ES = 0.95) than K-12 students (ES = 0.92). Brief interventions delivered in days or less than 1 week were significantly more effective (ES = 1.57) than interventions lasting up to 20 weeks (ES = 0.30). Interventions incorporating gamification elements across years (ES = −0.20) was adversely associated with behavioral change. Conclusions: Findings suggest that short-term over longer-term gamified interventions might be a promising way to initiate changes in learner’s behaviors and improve learning outcome.

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Section: Methodsmentioning

confidence: 99%

Effects of Gamification on Behavioral Change in Education: A Meta-Analysis

Kim

Castelli

2021

IJERPH

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“…The gamification of learning makes it possible to increase motivation and engagement by capturing the students' interest and inspiring them to continue learning [60], thus improving their absorption and retention of knowledge [33], and providing immediate and meaningful feedback that will help them adjust their performance [28]. It has, therefore, been used in the teaching-learning process of several different contents, with positive results [14,26,59], and it is for this reason that we have included gamification in the design of MiniBool. This element is not found in any of the related studies presented in Table 1.…”

Section: Gamificationmentioning

confidence: 99%

Using web‐based gamified software to learn Boolean algebra simplification in a blended learning setting

Jiménez-Hernández

Oktaba

Díaz-Barriga

et al. 2020

Comp Applic In Engineering

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One of the fundamental topics in the education of students enrolled in computer-related degrees is that of Boolean algebra. This is because it allows the expression of several problems related to digital design, artificial intelligence, databases, compilers, and formal languages, among others, as a sequence of Boolean operations and variables, which can be dealt with by using Boolean algebra methods to optimize algorithms, minimize digital components, and so forth. This study presents a piece of web-based software, denominated as MiniBool, which has been developed with the objective of supporting the learning of Boolean algebra in a blended learning setting. This educational proposal gives students the opportunity to reinforce learning at any time and in any place. It additionally increases the learners' motivation by including gamification, through the use of a ranking that shows the students' level of participation. MiniBool was evaluated by means of a formal experiment, which was carried out with Discrete Mathematics students at a higher education institution in Mexico, where two groups were formed randomly: A control group, whose members attended classes and reinforced their knowledge in a traditional manner with a pencil and paper, and an experimental group, which learned in a blended learning context, receiving the same classes as the control group, but reinforcing what they had learned using MiniBool. The statistical results obtained indicate that the use of MiniBool has a positive and motivating effect on learning and that a greater academic performance is achieved than when the traditional teaching-learning method is applied.

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“…In addition to studying the relationship between game types and personality traits, some researchers are inclined to look at motivational effect that a specific game element has on student's performance, such as leaderboards (Ortiz-Rojas, Chiluiza, K., & Valcke, 2019;De Pontes, Medeiros, Guerrero & De Figueiredo, 2019;González, 2018) or a certain combination of game element, such as game goal, choice, points, and praise delivered by a non-player character (Brom, Bromová & Děchtěrenko, 2019). Ortiz-Rojas, Chiluiza & Valcke (2019) considered association between learning performance and following background variables: sex, previous gaming experience, and undergraduate major. The authors found only previous gaming experience to be in positive association with learning performance.…”

Section: State Of the Art Reviewmentioning

confidence: 99%

Knowing the Students’ Game-Playing Characteristics as a Prerequisite for Successful Gamification in Education

Jaftha¹,

Pinto²,

Chircop³

2020

JED

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Gamification is only successful if the key elements are joint and run in unity in favour of the user, and knowing game-playing characteristics of target audience is of utmost importance. This study aimed to identify the students' game-playing preferences and styles, considering the opportunity to implement gamification in education in a personalized way. A descriptive-normative survey involved 74 students of a Vocational Education and Training (VET) Institution, chosen by convenience sampling. The target audience of the research was students at the MQF introductory level A and B (17.6%), at MQF level 2 (40.5%) and at MQF level 3 (41.91%). Participants received a questionnaire about game-playing preferences and styles. Students’ average age was 18.31±0.776 years, 70.3% males and 29.7% females (p=0.001), and the majority were Maltese (79.7%; p=0.000). Most of the participants (72.9%) preferred digital games. Regarding the style of playing, students reported preferring a mix of single-player games and cooperative games (38.7%). The students responded that, when they re-play a game, they do so “because it is interesting” or they “like it” (15.82%) and most of them (64%) reported they liked the idea of learning through games. Thus, according to these findings, the students prefer to play in cooperative digital game contexts and most of them like the idea of learning through games because they believe that they can learn and have fun at the same time.

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Gamification through leaderboards: An empirical study in engineering education

Cited by 94 publications

References 51 publications

Effects of Gamification on Behavioral Change in Education: A Meta-Analysis

Effects of Gamification on Behavioral Change in Education: A Meta-Analysis

Using web‐based gamified software to learn Boolean algebra simplification in a blended learning setting

Knowing the Students’ Game-Playing Characteristics as a Prerequisite for Successful Gamification in Education

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