Integrating gamification and instructional design to enhance usability of online learning

Ghai, Akanksha; Tandon, Urvashi

doi:10.1007/s10639-022-11202-5

Cited by 25 publications

(8 citation statements)

References 54 publications

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“…Students were more likely to engage with the system if they received timely and relevant feedback on their assessments. This finding has been replicated in several studies across various educational technologies, such as intelligent tutoring systems [23,42] and e-learning platforms [46,48]. These studies suggest that providing effective support and feedback during the assessment process can positively impact students' engagement and use of educational technologies.…”

Section: H4 Peou Positively Influences Student Satisfactionmentioning

confidence: 59%

Analysis of E-Learning System Use Using Combined TAM and ECT Factors

et al. 2023

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The use of e-learning systems has become widespread in higher education institutions in Oman. However, understanding of factors that influence student acceptance and usage of these systems is lacking. This study combined the factors of the Technology Acceptance Model (TAM) and Expectation–Confirmation Theory (ECT) to examine the acceptance and use of e-learning systems by students in Omani HEIs. A survey was conducted with 220 students from Al-Buraimi University College in Oman to collect data on perceived usefulness, perceived ease of use, behavioral intention, and e-learning system use. A model was created by merging eight interactions between TAM, ECT, and seven variables. The results showed that perceived usefulness and ease of use were significant predictors of students’ intention to use e-learning systems, and behavioral intention had a direct effect on the actual use of e-learning systems. These findings provide valuable insights for e-learning system designers, developers, and educators in Oman and similar contexts to design and implement e-learning systems that meet student needs and expectations.

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Section: H4 Peou Positively Influences Student Satisfactionmentioning

confidence: 59%

Analysis of E-Learning System Use Using Combined TAM and ECT Factors

et al. 2023

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“…Improvements to effectiveness, efficacy, and motivation towards e-learning technology adaptation and gamification, offers a pleasurable educational environment that substitutes the time-consuming instructional strategies [71]. The use of effective graphics greatly influences students' reasoning [72].…”

Section: Resultsmentioning

confidence: 99%

Saudi Learners' Perception of Infographics in Education: A Survey

Alyahya

2023

JOIV : Int. J. Inform. Visualization

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Learners' learning experiences diverge and undergo rapid shifts due to trends in technology, and the transfer of knowledge in varying formats and styles is ubiquitous. Infographics find its application in instructional design and technology that drives education with state-of-the-art tools and applied methods. Being a format of data, Infographics or visual images presents information or knowledge using visuals. This study aims to present the student perceptions of learning via infographics at Princess Nourah bint Abdurrahman University (PNU) in Saudi Arabia. The study employs a survey questionnaire consisting of 13 close-ended questions posed to assess the learners' responses at PNU. Applied Likert's scale-based questions present a conversion of user data input to quantitative figures, which present the level of understanding and the role of infographics in education. The survey involved 45 undergraduate female students pursuing undergraduate degree courses at PNU. Using survey research design methodology, the study investigated learners' perceptions of infographics to add to their learning experiences and provides a quantitative analysis of observed responses to the survey questionnaire. The study conducts an online survey and classifies participants of different age groups into five categories for assessment. The study findings reveal that PNU learners perceive a positive role of infographics in their learning. However, learners showcase varied perceptions of a) the acceptance of assignments based on infographics and b) the use of static versus animated infographics. The study guides research scholars toward the intuition of infographics in learning environments and reports the two research problems to be addressed in future works.

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“…Following these literatures, gamification in our research contexts refers to the incorporation of game design elements into the fitness apps while retaining its instrumental functions for promoting or supporting users’ physical activity/exercise. As an emerging design approach, gamification has attracted a large stream of researches in various contexts, including fitness/health/exercise ( Cheng, 2020 ; Whelan and Clohessy, 2020 ; Yang and Li, 2021 ; Li et al, 2023 ), education ( Sánchez Prieto et al, 2021 ; Behl et al, 2022 ; Chen and Liang, 2022 ; Ghai and Tandon, 2023 ; Oliveira et al, 2023 ; Zhang and Hasim, 2023 ), marketing ( Zhang et al, 2021 ; Wu and Santana, 2022 ), sustainable consumption ( Mulcahy et al, 2020 ), online community ( Xi and Hamari, 2019 ).…”

Section: Literature Review and Theoretical Foundationsmentioning

confidence: 99%

Motivation crowding effects on the intention for continued use of gamified fitness apps: a mixed-methods approach

Huang,

Chen,

Zhou

2024

Front. Psychol.

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It has become an emerging idea for fitness apps to be gamified to intrinsically and extrinsically motivate user’s usage intention or behavior. For the long-term success of gamified fitness apps, understanding what and how various motivations affect continued use is critical. A combination of qualitative and quantitative methodologies was used to explore two research questions concerning gamified fitness applications. Specifically, the research questions focused on understanding the impacts of intrinsic and extrinsic motivations on continued usage. Additionally, the study aimed to investigate whether extrinsic motivations enhance or diminish the influence of intrinsic motivations. Results from qualitative study identified three intrinsic motivations (self-development, self-control and hedonic motivation) and two extrinsic motivations (social recognition and financial reward) in gamified fitness apps. Results from quantitative study indicated that intrinsic motivations (formed by self-development, self-control and hedonic motivation), financial reward and social recognition could significantly improve intention for continued use; and further, both financial reward and social recognition could crowd-in intrinsic motivations. This research offers insights into the phenomenon of motivation crowding effects on the intention to continue using gamified fitness apps.

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Integrating gamification and instructional design to enhance usability of online learning

Cited by 25 publications

References 54 publications

Analysis of E-Learning System Use Using Combined TAM and ECT Factors

Analysis of E-Learning System Use Using Combined TAM and ECT Factors

Saudi Learners' Perception of Infographics in Education: A Survey

Motivation crowding effects on the intention for continued use of gamified fitness apps: a mixed-methods approach

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