How Gamification Impacts on Vocational Training Students

Effectiveness of real-time classroom interactive competition on academic performance: a systematic review and meta-analysis

“…The characteristics of the included studies are provided in Table 1 . Six of selected studies were carried out in Spain, ( Ferriz-Valero et al, 2020 ; Garcia-Cabot et al, 2019 ; García Iruela & Hijón Neira, 2018 ; Martínez-Jimenez & Ruíz-Jiménez, 2020 ; Pozo-Rico & Sandoval, 2019 ; Segura-Robles et al, 2020 ), five in the USA ( Bawa, 2019 ; Kinder & Kurz, 2018 ; Linganna et al, 2020 ; Sarkar, Ford & Manzo, 2017 ; Shatto, L’Ecuyer & Quinn, 2017 ), two in Turkey ( Asmali, 2018 ; Bilgin & Gul, 2020 ), two in Taiwan ( Lee et al, 2019 ; Hung, 2016 ), two in Greece ( Tsihouridis, Vavougios & Ioannidis, 2017 ; Legaki et al, 2020 ), and only one in the following countries: Malasya ( Lai et al, 2020 ), Korea ( Park et al, 2019 ), Germany ( Sailer & Sailer, 2020 ), England ( Sanchez, Langer & Kaur, 2020 ), Norway ( Wang, Zhu & Sætre, 2016 ) and Thailand ( Wichadee & Pattanapichet, 2018 ). A total of 3,642 students (22 ± 6 years) were selected in the meta-analysis, where 1,877 participated in experimental group (EG) and 1,765 in CG.…”

“…The majority ( n = 13) of selected had duration ranging 2 to 14 weeks. Five studies ( García Iruela & Hijón Neira, 2018 ; Kinder & Kurz, 2018 ; Park et al, 2019 ; Sailer & Sailer, 2020 ; Wang, Zhu & Sætre, 2016 ) had a duration lower than a week, specifically these had a duration of 1-day ( García Iruela & Hijón Neira, 2018 ; Kinder & Kurz, 2018 ; Sailer & Sailer, 2020 ; Wang, Zhu & Sætre, 2016 ) and one of them was a duration of 3-days ( Park et al, 2019 ). Three studies not reported information relative to duration of the intervention ( Legaki et al, 2020 ; Sarkar, Ford & Manzo, 2017 ; Tsihouridis, Vavougios & Ioannidis, 2017 ).…”

“…Seventeen of the interventions were conducted in university education ( Asmali, 2018 ; Bawa, 2019 ; Bilgin & Gul, 2020 ; Ferriz-Valero et al, 2020 ; Garcia-Cabot et al, 2019 ; García Iruela & Hijón Neira, 2018 ; Hung, 2016 ; Kinder & Kurz, 2018 ; Legaki et al, 2020 ; Martínez-Jimenez & Ruíz-Jiménez, 2020 ; Park et al, 2019 ; Sailer & Sailer, 2020 ; Sanchez, Langer & Kaur, 2020 ; Sarkar, Ford & Manzo, 2017 ; Shatto, L’Ecuyer & Quinn, 2017 ; Wang, Zhu & Sætre, 2016 ; Wichadee & Pattanapichet, 2018 ), three in secondary school ( Lee et al, 2019 ; Segura-Robles et al, 2020 ; Tsihouridis, Vavougios & Ioannidis, 2017 ), one in primary school ( Pozo-Rico & Sandoval, 2019 ), and two interventions were carried out with Junior doctors ( Lai et al, 2020 ; Linganna et al, 2020 ).Various subject disciplines were involved in the reviewed studies including: bussiness courses ( Bawa, 2019 ; Legaki et al, 2020 ; Martínez-Jimenez & Ruíz-Jiménez, 2020 ; Sarkar, Ford & Manzo, 2017 ); English language ( Hung, 2016 ; Park et al, 2019 ; Wichadee & Pattanapichet, 2018 ); technology or computer network systems administration ( García Iruela & Hijón Neira, 2018 ; Tsihouridis, Vavougios & Ioannidis, 2017 ; Wang, Zhu & Sætre, 2016 ); physical education ( Ferriz-Valero et al, 2020 ; Segura-Robles et al, 2020 ); medical sciences ( Lai et al, 2020 ; Linganna et al, 2020 ); nursing ( Kinder & Kurz, 2018 ; Shatto, L’Ecuyer & Quinn, 2017 ); tourism and hospitality ( Asmali, 2018 ); learning environments ( Bilgin & Gul, 2020 ); science master ( Garcia-Cabot et al, 2019 ); educational sciences ( Sailer & Sailer, 2020 ); psychology ( Sanchez, Langer &a...…”

“…The intervention of the included studies was carried out mainly with Kahoot, present in twelve studies ( Asmali, 2018 ; Bawa, 2019 ; García Iruela & Hijón Neira, 2018 ; Hung, 2016 ; Kinder & Kurz, 2018 ; Lee et al, 2019 ; Martínez-Jimenez & Ruíz-Jiménez, 2020 ; Sarkar, Ford & Manzo, 2017 ; Shatto, L’Ecuyer & Quinn, 2017 ; Tsihouridis, Vavougios & Ioannidis, 2017 ; Wang, Zhu & Sætre, 2016 ; Wichadee & Pattanapichet, 2018 ). Eight studies were categorized as others ( Lai et al, 2020 ; Bilgin & Gul, 2020 ; Ferriz-Valero et al, 2020 ; Linganna et al, 2020 ; Pozo-Rico & Sandoval, 2019 ; Sailer & Sailer, 2020 ; Sanchez, Langer & Kaur, 2020 ; Segura-Robles et al, 2020 ).…”

“…The first section included studies carried out on university students ( Asmali, 2018 ; Bawa, 2019 ; Bilgin & Gul, 2020 ; Ferriz-Valero et al, 2020 ; Garcia-Cabot et al, 2019 ; García Iruela & Hijón Neira, 2018 ; Hung, 2016 ; Kinder & Kurz, 2018 ; Legaki et al, 2020 ; Martínez-Jimenez & Ruíz-Jiménez, 2020 ; Park et al, 2019 ; Sailer & Sailer, 2020 ; Sanchez, Langer & Kaur, 2020 ; Sarkar, Ford & Manzo, 2017 ; Shatto, L’Ecuyer & Quinn, 2017 ; Wang, Zhu & Sætre, 2016 ; Wichadee & Pattanapichet, 2018 ). A significant effect for EG was found on university level (MD 8.40; CI [5.79–11.01], P < 0.001; I 2 = 90%).…”