Gamified Learning Theory: The Moderating role of learners' learning tendencies

Abstract

The Gamified Learning Theory implies that gamification does not affect learning directly but stimulates a learning-related behavior in a mediating or moderating process. A learner-related behavior can, to some extent, be predicted based on the way learners tend to perceive, understand and utilize information. These different ways of learning are known as learning tendencies. This study investigates the moderator role of learning tendencies on gamification success concerning learners' academic participation, engagement, and experience. For this, Felder-Silverman Learning Style Model is used for the identification of learners' tendencies. In our study, 69 Computer Science students were randomly assigned to one control and two treatment groups. Students in the treatment groups were assigned two different gamified courses, while the control group attended a non-gamified course. This allowed us to analyze the individual effect of each gamification design and compare and see which gamification design was more appropriate for a learner with particular tendencies. Our results indicate that gamification design positively contributes to academic participation, affects learners' engagement in gamified environments, and that students' learning tendencies moderated students' engagement.

Gamified Activities in Student’s Learning Engagement in an Online English Class

“…It is therefore important to consider students' cognitive capacities when designing a competitive learning environment and provide them with appropriate cognitive complexity learning content. Zaric (2021) stated that the Gamified Learning Theory implies that gamification does not affect learning directly but stimulates a learning-related behavior in a mediating or moderating process. A learner-related behavior can, to some extent, be predicted based on the way learners tend to perceive, understand and utilize information.…”

Vocabulary skills and virtual tools in students of A2 Universidad Católica de Cuenca

“…Therefore, it is essential to examine the theory behind active learning through an online gamified platform. The Gamified Learning theory implies that Gamification does not affect learning directly but stimulates a learning-related behaviour in a mediating or moderating process (Zaric et al 2021). So, Gamification has had a positive impact when a pedagogical design supports the game and has been shown to promote various skills in students (Pacheco-Velazquez, 2020).…”

Penerimaan Teknologi “Lapak Asik” BPJS Ketenagakerjaan: Studi Kasus Banda Aceh

“…Pada akhir model HMSAM, behavioural intention to use akan ditemani oleh konstruk keterlibatan (immersion) yang secara psikologi merujuk pada Kernel's Theory (Kivinen et al, 2004;Xu et al, 2013). Pada konstruk selanjutnya terdapat kritik yang berlandaskan pada Gamified Learning Theory (Landers, 2014;Zaric et al, 2021) yang menjelaskan secara gamblang bahwa proses menyenangkan yang diadopsi dari kesenangan permainan (gamification) tidak terlalu berpengaruh pada proses belajar dan penerimaan individu atas suatu teknologi (Bedwell et al, 2012;Kevin Ford, 2008;Landers, 2014;Seaborn & Fels, 2015). Hal ini jelas membantah teori hedonic yang menjadi landasan HMSAM dan secara jelas menyatakan bahwa pada dasarnya learning-related behaviour jauh lebih berguna ketika berada pada sisi moderating ataupun mediating dalam pembentukan model penerimaan teknologi.…”

“…Gambar 1: Gamified Learning Theory (Landers, 2014) Kehendak untuk memahami sebuah teknologi jika merujuk pada kritik yang disampaikan pada model yang ditawarkan dalam Gamification for User-Oriented Housing Design tentunya akan menolak posisi konstruk hedonic yang ditawarkan HMSAM (Lo et al, 2017). Keraguan atas motivasi hedonis dalam diri individu untuk menerima sebuah teknologi tertentu bersandar pada kesadaran kognisi individu tertentu dalam menggunakannya (S. Islam, 2011;Lowell, 2012;Lowry et al, 2013;Seaborn & Fels, 2015;Zaric et al, 2021). Bahkan untuk sebuah permainan, seorang individu akan menerka permainan tertentu (yang berbasis teknologi informasi saat ini) yang dianggap lebih cocok dengan keinginan dan kebutuhannya dan dapat dengan mudah ia pahami (Seaborn & Fels, 2015;Zaric et al, 2021).…”