Measurement of the effects of e-learning courses gamification on motivation and satisfaction of students

Bernik, Andrija; Bubaš, Goran; Radošević, Danijel

doi:10.23919/mipro.2018.8400149

Cited by 21 publications

(13 citation statements)

References 21 publications

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“…The overall activity of the experimental group of respondents can be explained by a high degree of interest in teaching materials and a high degree of interest in a different approach to educational content. A similar indicator has already been seen in Bernik et al (2018;. The biggest difference between the control and the experimental group of subjects was observed at the end of the second section within the chapter titled: "Applying Animation to the Web".…”

Section: Resultssupporting

confidence: 76%

“…This experiment put to the test two groups enrolled in non-STEAM university course, since authors of this article already tested statistical significant difference in STEAM course in their early work (Bernik et al, 2018;. The focus in this research was put on Multimedia and from the results shown in this study it can be seen that in non-STEAM experiment, the results were even better compared to earlier findings.…”

Section: Discussionmentioning

confidence: 67%

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Gamification After Almost a Decade: Is it Still Relevant? A Case of Non-STEM Hybrid E-learning University Course

Bernik¹,

Radošević²,

Dvorski³

2020

Journal of Computer Science

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Gamification is a common and familiar term so far and it can be seen in almost every part of human activity. It's been nine years since the terminology first appeared in Gartner's Hype Cycle Report in 2011, however, higher education institutions still do not apply computer game elements to online Learning Management Systems (LMS). The problems encountered are related either to the administrators of the LMS system or to teachers who, for various reasons (lack of time, authority, knowledge, motivation, etc.,) reject the changes. Objective of this paper is to determent if there is statistical significant difference between experimental and control groups. Experimental group will be using gamified Moodle online course while control will use classical Moodle online course. Research is made on a sample of 46 graduate students from the Faculty of Organization and Informatics within the course Computer Mediated Communication. Experiment lasted for 14 days after which testing the students' motivation to use the teaching materials as well as the lessons learned after the experimental period took place. The results indicate 7 times higher activity in the experimental group of students, as well as 33.23% better results (using t-test) in the experimental group of students in the final knowledge test, thus accepting both hypotheses of this research.

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Section: Resultssupporting

confidence: 76%

Section: Discussionmentioning

confidence: 67%

Gamification After Almost a Decade: Is it Still Relevant? A Case of Non-STEM Hybrid E-learning University Course

Bernik¹,

Radošević²,

Dvorski³

2020

Journal of Computer Science

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“…In the training of guideline content, the main goal is for the trainees to learn how to treat different aspects of a disease as described in the guideline. The reward mechanisms and progress tracking aid in increasing the users engagement and motivation [4]. We describe the game elements below.…”

Section: Gamification Elementsmentioning

confidence: 99%

Model-Driven Automatic Question Generation for a Gamified Clinical Guideline Training System

Nyameino

Ebbesvik

Rabbi

et al. 2020

Communications in Computer and Information Science

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Clinical practice guidelines (CPGs) are a cornerstone of modern medical practice since they summarize the vast medical literature and provide care recommendations based on the current best evidence. However, there are barriers to CPG utilization such as lack of awareness and lack of familiarity of the CPGs by clinicians due to ineffective CPG dissemination and implementation. This calls for research into effective and scalable CPG dissemination strategies that will improve CPG awareness and familiarity. We describe a model-driven approach to design and develop a gamified e-learning system for clinical guidelines where the training questions are generated automatically. We also present the prototype developed using this approach. We use models for different aspects of the system, an entity model for the clinical domain, a workflow model for the clinical processes and a game engine to generate and manage the training sessions. We employ gamification to increase user motivation and engagement in the training of guideline content. We conducted a limited formative evaluation of the prototype system and the users agreed that the system would be a useful addition to their training. Our proposed approach is flexible and adaptive as it allows for easy updates of the guidelines, integration with different device interfaces and representation of any guideline.

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“…As Colin and O'Brien stated [2], students are instructed to do their own peer review, to experiment on their own, and to try to connect their findings with known knowledge rather than passively accept what teachers offers to them. Technology has a major role in this trend, especially gamification [3][4][5][6], augmented reality (AR) and virtual reality (VR) entertainment and educational mobile devices [7,8]. Lately, VR technologies have actively been used in education, teaching, and training in various implementation domains [9].…”

Section: Introductionmentioning

confidence: 99%

Student Thoughts on Virtual Reality in Higher Education—A Survey Questionnaire

Čiček¹,

Bernik

Tomičić

2021

Information

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This paper explores the benefits of using Virtual Reality (VR) technologies in higher education. The theoretical part investigates the classical education system and its features in order to compare advantages of using VR systems in education. VR technologies and its current state in industry and in education were explored in addition to which branches of higher education use these systems. A survey was conducted through an online questionnaire where respondents (N = 55) gave their opinion on VR and the implementation of VR technologies in education. Three hypotheses related to the use of VR technology, student interest, and learning outcomes as well as the effectiveness, immersiveness and the effect of VR systems on the users were tested through 27 questions.

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Measurement of the effects of e-learning courses gamification on motivation and satisfaction of students

Cited by 21 publications

References 21 publications

Gamification After Almost a Decade: Is it Still Relevant? A Case of Non-STEM Hybrid E-learning University Course

Gamification After Almost a Decade: Is it Still Relevant? A Case of Non-STEM Hybrid E-learning University Course

Model-Driven Automatic Question Generation for a Gamified Clinical Guideline Training System

Student Thoughts on Virtual Reality in Higher Education—A Survey Questionnaire

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