Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes

Abstract

<p>In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same instructor. The experimental group attended a course that incorporated the notion of meaningful gamification – that is, utilising the game mechanics of points, badges, and a leader board, as well as activities based on self-determination theory. The control group attended the same course and activities taught by the same instructor but without the game mechanics. Data sources included students’ pre-and post-tests scores, group artefact scores, discussion forum posts, students’ questionnaire survey, students’ interviews, and the teacher’s self-reflections. Results suggest that students in the experimental group posted more messages in the discussion forums than the control group. Furthermore, the quality of group artefacts produced by the participants in the experimental group was overall higher than those in the control group. All students in the experimental group strongly agreed or agreed that they found the course motivating. However, only about half the participants in the control group found the course motivating.</p>

SMSLEFA: An alternative synergistic multilayered analysis of students’ learning engagement in EFL context

“…For the purpose of this study, following Kuh (2009), engagement is considered to represent -the time and effort students devote to activities that are empirically linked to desired outcomes of college and what institutions do to induce students to participate in these activities‖ (p. 623). To be specific, engagement in this study will be investigated in terms of the time and effort teachers and students devote to achieve the expected learning outcomes as indicated by students' roles and contribution in classroom interactions, student engagement is associated with experimental and traditional measures of academic performance, whether the relationships between engagement and academic performance are conditional, and whether institutions differ in terms of their ability to convert student engagement into academic performance; Crook and Mitchell (2012) investigated how SLE was realized in various learning spaces; Angelaina and Jimoyiannis (2012) investigated students' participation and learning presence in an educational blog implemented as a crossthematic inquiry activity; Boss, Angell, and Tewell (2015) assessed the success of Amazing Library Race in developing SLE in library orientation sessions; and Tan and Hew (2016) examined how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. SLE, as indicated earlier, has been studied in different ways and perspectives.…”

Implementation of Gamification from blended learning based on the flex model and efficacy of this program on students: an experiences from Iran, An Quasi-experimentaL Study

“…It also showed that using game mechanics had a positive impact on students' motivation to engage in more challenging activities during the course. In the present study, mental gamification also influenced thestudents' interaction in the classroom [52].…”

Ludificación y sus posibilidades en el entorno de blended learning: revisión documental

“…Únicamente se obtienen resultados cuando se emplean los términos en inglés, "gamification" AND "blended learning". Se consideraron 49 publicaciones, 23 de Web of Science (WOS) y 26 de Scopus, siguiendo la estrategia de búsqueda descrita, de las que 15 publicaciones pertenecientes a revistas científicas y actas de conferencias indexados en ambas bases de datos se encuentran reiteradas (Arnab, Bhakta, Merry, Smith, Star, y Duncan, 2016;Arnab, Tombs, Duncan, Smith, y Star, 2015;Baker, Bujak y DeMillo, 2012;Berkling, 2015;Dagnino, Antonaci, Ott, Lavagnino, Bellotti, Berta, y De Gloria, 2015;Dichev y Dicheva, 2013;Friess, et al, 2015;Hew, Huang, Chu, y Chiu, 2016;Lennon, Abbott y McIntosh, 2015;Lückemeyer, 2015;Mozelius, Collin y Olsson, 2015;Priego y Peralta, 2013;Tan y Hew, 2016;Velázquez, 2015). Por lo tanto, la muestra de este estudio ha constado de 34 publicaciones.…”