Introducing gamification into e-learning university courses

Bernik, Andrija; Radošević, Danijel; Bubaš, Goran

doi:10.23919/mipro.2017.7973515

Cited by 23 publications

(16 citation statements)

References 6 publications

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“…Studies agree that it can be a meaningful way to increase student motivation and improve educational effectiveness (Bernik et al, 2017). Gamified learning environments have been applied from elementary education (Simões et al, 2013) to university level (Hamari, 2017), but when applying gamification, it is important to understand different learning styles.…”

Section: Perspectives For Further Research: Learning Styles and User mentioning

confidence: 99%

“…Applying gamification in higher education can be effective where a digital learning management system (LMS) is in use, for example, Moodle or BlackBoard (Bernik et al, 2017). Students can access different study materials, communicate with each other and teachers and individually and constantly test their knowledge online.…”

Section: The Gamified Learning Environmentsmentioning

confidence: 99%

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The Effect of the Kahoot Quiz on the Student's Results in the Exam

Toth

Lógó

2019

Period. Polytech. Soc. Man. Sci.

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Students taking low-stake quizzes in a gamified environment shows improvement on their studies, thus has the potential to be an effective part in an improved learning experience. Previous researches show that implementing gamification into the educational system has positive outcome on the student's engagement, motivation and the overall experience of learning. In this study is a field experiment, where quizzes were created with the Kahoot application, to bring action and visual triggers into the classroom. The aim of this paper to measure the long-term learning effect of the Kahoot quiz in the exams. Several of the quiz questions during the class were purposefully blended into the exam's question bank as a multiple choice or a true or false question. In this research 200 bachelor students participated in a 14-week long elective course. The data was collected weekly from the Kahoot quizzes and from the two mandatory exams. All the results from the Kahoot quiz and the exams provided the base of the analysis. Furthermore, the exam results were analyzed based on number of Kahoot quizzes they took part, a comparison of the results of each question based.The results show that students who took part in more Kahoot quizzes tend to reach higher exam mark. Moreover, they marked more correct answers and less incorrect ones. As a conclusion, using some level of game-based learning has a positive effect on the student's results and perception of learning.

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Section: Perspectives For Further Research: Learning Styles and User mentioning

confidence: 99%

Section: The Gamified Learning Environmentsmentioning

confidence: 99%

The Effect of the Kahoot Quiz on the Student's Results in the Exam

Toth

Lógó

2019

Period. Polytech. Soc. Man. Sci.

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“…The most common element in use to the studies was badges, points, level, and leaderboards. Implemented gamification is a new way to increase students in learning and also can improve their motivation and educational effectiveness [27]. Some studies reported the negative impact, however, to get success in gamification must consider some points such as the design [28,32,36,39,40] the difficultness task at the right level [22], [33], the target [33], and the transparency of reward system and immediate feedback to a user's actions [28].…”

Section: Discussionmentioning

confidence: 99%

The Impact of Using Gamification in Learning Computer Science for Students in University

Oktaviati¹,

Jaharadak²

2018

IJET

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The utilization of technology can be implemented in education. Gamification is a new technology that used elements such as badges, level, and point of game play that implemented in a non-game context. In this research, the researcher analyzes some of the literature to establish in the extent of gamification to assist student’s motivation and engagement among Computer Science related subject. The researcher found that the most common element that implemented in learning Computer Science related subject were badges, point, level, and leaderboards. Implementing gamification elements in learning can be a tool that can motivate and engage the student in learning Computer Science.

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“…All 1137 add-ons are, before being selected and implemented in a gamified Moodle system on a separate server, viewed and compared with the mechanics and dynamics of computer games discussed in the previous chapter. Some of the additions are listed below [14]: Simplified graphical interface, Dynamic graphical interface, Story as an introduction to the e-course, Epic meaning, Visual presentation of all obligations, Tasks and challenges, Collecting points, Progress within the e-course, Synchronous communication Chat, Asynchronous communication Forum, Nonlinear use of teaching materials, Joint collaboration, Discovering the system and teaching materials, Surprise elements within the e-course, Conditional access to teaching materials, Countdown, Simplified graphical interface, Dynamic graphical interface, Story as an introduction to the e-course, Epic meaning, Visual presentation of all obligations, Tasks and challenges, Collecting points, Progress within the e-course. The accessories included in the gamified system influence the mechanics of computer games and the visual impression of the system in order to create an interesting virtual space and the preconditions for a positive impact on student motivation.…”

Section: Methodsmentioning

confidence: 99%

Gamification Framework for E-Learning Systems in Higher Education

Bernik

2021

Teh. glas. (Online)

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This paper explains the concept of gamification, lists the current models according to which educational e-courses can be designed, and proposes a conceptual eRIOOS model aimed at higher education. The aim of the research as well as the purpose of creating a conceptual model of gamification is to standardize the elements of computer games that can be used in educational e-courses at higher education institutions. In the preparation of this research, the emphasis was placed on the invention and analysis of professional and scientific literature for creating a conceptual model. The model contains a logical representation of two levels of complexity. Three separate e-courses have been created in different courses within the two University institutions, which serve as a tool to check the correctness of the conceptual eRIOOS model. The result of the research is a confirmed conceptual model that is suitable for creating Moodle e-courses of IT teaching orientation in higher education institutions.

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Introducing gamification into e-learning university courses

Cited by 23 publications

References 6 publications

The Effect of the Kahoot Quiz on the Student's Results in the Exam

The Effect of the Kahoot Quiz on the Student's Results in the Exam

The Impact of Using Gamification in Learning Computer Science for Students in University

Gamification Framework for E-Learning Systems in Higher Education

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