Gamification: using elements of video games to improve engagement in an undergraduate physics class

Abstract

Gamification has been extensively implemented and studied in corporate settings and has proven to be more effective than traditional employee-training programs, however, few classroom studies of gamification have been reported in the literature. Our study explored the potential of gamified on-line undergraduate physics content as a mechanism to enhance student learning and motivation. Specifically, the main objective of this work was to determine whether extrinsic motivation indicators commonly used in video games could increase student engagement with course content outside of the classroom. Life Science students taking an introductory physics course were provided access to gamified multiple choice quizzes as part of their course assessment. The quizzes incorporated common gaming elements such as points, streaks, leaderboards and achievements, as well as some gamified graphical enhancements and feedback. Student attitudes and performance among those using the gamified quizzes were examined and compared to non-gamified control groups within the same course. Student engagement was quantified through examining student participation above and beyond the minimum course requirements. The results showed that gaming techniques are significantly correlated with increased engagement with course material outside of the classroom. These results may assist instructors in engaging and motivating students outside the classroom through carefully designed online and distance-delivered undergraduate physics content. Furthermore, the gaming elements incorporated in this study were not specifically tied to the physics content and can be easily translated to any educational setting.

Game mechanics and why they are employed: What we know about gamification so far

“…Points. We found seven studies that examined gamification by using points (Cheong et al, 2013;Codish & Ravid, 2014;Dominguez et al, 2013;Moccozet et al, 2013;O'Donovan et al, 2013;Rose et al, 2016;Ténorio et al, 2016). Of these seven articles, only three report results they found specifically in relation to points.…”

“…points, badges, and rewards, as a form of immediate feedback. There were six studies, however, that discussed immediate feedback as a separate game mechanic used in their gamified learning interventions (Buckley & Doyle, 2016;Cheong et al, 2013;Fleischman & Ariel, 2016;Geelan et al, 2015;O'Donovan et al, 2013;Rose et al, 2016). Only two of these six studies note results specific to the use of immediate feedback.…”

“…In regard to engagement, the majority (77%) of the students completed the gamified quiz, and, almost half (46%) of the students reported that they wanted to explore everything the gamified quiz had to offer. Rose et al (2016) also found evidence to suggest that students in the group using the gamified quizzes had a higher level of engagement than the students in the control group. The students in the gamified group had significantly more attempts on each quiz than the control group.…”

“…The students in the gamified group had significantly more attempts on each quiz than the control group. Rose et al (2016) also found a significantly higher number of students who "demonstrated additional effort to achieve a perfect score, despite not being a course requirement" (p. 6). O'Donovan et al 2013found their gamified course had a higher lecture attendance at 79% than other computer science classes in the same department, usually between 30-60%.…”

Logic and Computer Educational Game for non-IT Vocational Students

“…This research aims to build game-based learning that can be used as a learning aid, especially in the material of logic and computer algorithms, as well as to measure the effect of game use on increasing student understanding. Utilization of games in real learning aims to provoke student interest [7] [8] in learning material while playing, so that with feelings of pleasure felt, it is hoped students can more easily understand the learning material presented [9] [10].…”