“Playing for Bragging Rights”: A Qualitative Study of Students' Perceptions of Gamification

Wingo, Nancy P.; Roche, Cathy; Baker, Natalie R.; Dunn, Donna; Jennings, Matthew; Pair, Lisa S.; Somerall, D'Ann; Somerall, William E.; White, Tracie; Willig, James H.

doi:10.3928/01484834-20190122-04

Cited by 21 publications

(18 citation statements)

References 9 publications

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“…Health education implemented through gameful experience has been proven to effectively enhance knowledge of leptospirosis [43]. In addition, integrating gamified media into medical education courses has been shown to effectively improve knowledge and skill performance among nursing students [44][45][46]. Moreover, designing applications to integrate with gameful experience to explore learning performance in professional nursing education has also been proven to generate a higher level of knowledge when compared to traditional teaching methods [15].…”

Section: Principal Findingsmentioning

confidence: 99%

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

Peng¹,

Bai²

2021

JMIR Serious Games

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Background In 2019, with the COVID-19 pandemic sweeping across the globe, public health systems worldwide faced severe challenges. Amid the pandemic, one simulation game, Plague Inc., has received substantial attention. This game has indirectly drawn greater public attention to public health issues by simulating pathogen transmission and disease symptoms. Objective Against this backdrop, this research investigates whether the gameful experience of Plague Inc. has indirectly affected public knowledge, attitudes, and practices (KAP) regarding COVID-19. Methods An online survey was conducted through social networking services in Taiwan from May 6-28, 2020. Results A total of 486 subjects participated in this study, of which 276 (56.8%) had played Plague Inc. This study had several findings. First, participants who had played Plague Inc. demonstrated higher levels of knowledge (P=.03, median 7, IQR 7-8) and attitudes (P=.007, median 8, IQR 7-8) than participants who had not played Plague Inc. (knowledge: median 7, IQR 6-8; attitude: median 7, IQR 6-8). Second, there was a significant correlation between creative thinking (ρ=.127, P=.04) and dominance (ρ=.122, P=.04) in attitude. Finally, there was a significant correlation between creative thinking (ρ=.126, P<.001) and dominance (ρ=.119, P=.049) in practice. Conclusions Serious games highlighting the theme of pathogen transmission may enhance public knowledge and attitudes regarding COVID-19. Furthermore, the creative thinking and dominance involved in gameful experiences may act as critical factors in public attitudes and practices regarding COVID-19. These findings should be further verified through experimental research in the future.

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Section: Principal Findingsmentioning

confidence: 99%

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

Peng¹,

Bai²

2021

JMIR Serious Games

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“…Moreover, Bicen and Kocakoyun (2018) surveyed 65 pre-service student teachers' perceptions of gamification and found that it developed the students' motivation, ambition to succeed, and interest. Furthermore, qualitative methods were adopted by Wingo et al (2019) to investigate nursing students' perceptions through focus groups and observations. Wingo et al (2019) found similar results, because the students perceived the game positively since it increased their knowledge retention and test-taking skills.…”

Section: Students' Perceptions Of Gamificationmentioning

confidence: 99%

“…Furthermore, qualitative methods were adopted by Wingo et al (2019) to investigate nursing students' perceptions through focus groups and observations. Wingo et al (2019) found similar results, because the students perceived the game positively since it increased their knowledge retention and test-taking skills.…”

Section: Students' Perceptions Of Gamificationmentioning

confidence: 99%

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Effect of Combining Gamification and a Scavenger Hunt on Pre-Service Teachers’ Perceptions and Achievement

Alajaji

Alshwiah

2021

JITE:Research

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Aim/Purpose: To investigate the application of game elements to a non-gaming context (gamification), specifically on an early childhood teacher-training course. Background: This research proposes a teaching strategy that combines gamification elements via e-quizzing tools with the main principles of a scavenger hunt (SH). The purpose of this blend is to provide learners with an exciting learning environment. Methodology: A convenience sample of 41 students was selected from the Early Childhood Department of the School of Education in Imam Abdulrahman University (IAU), Saudi Arabia. The learners’ perceptions of gamification and the Quizizz e-tool were investigated using online scales, a focus group, and classroom observations. The teachers were also interviewed to gather their views on this strategy. Contribution: Gamification has been a focus of recent educational research, but many educators find it challenging to apply gamification effectively. Therefore, this research proposes a teaching strategy that combines e-quizzing gamification elements with the main principles of an SH to create an exciting learning environment. Findings: Gamification was found to improve trainee teachers’ perceptions of the selected teaching strategy. It also increased their motivation for learning and engagement with their peers, thereby proving Quizizz to be a useful gamification tool, despite some technical difficulties. Recommendations for Practitioners: This study recommends that teachers who utilize technology should do so for educational purposes and in new ways, rather than merely increasing the time spent using technology in the classroom. This will ensure that classes are more interesting, thereby eliciting enthusiasm from their students. Recommendation for Researchers: Further research is recommended to explore students’ development in the area of collaboration, synthesis of information, critical thinking, and problem-solving, as a result of gamification strategies in education. Impact on Society: The study participants expressed a willingness to apply this strategy later in their careers with other students and on other courses. The collaborative and problem-solving skills learned are likewise transferable to other contexts and lifelong learning. Future Research: Further research is recommended to explore students’ development of other skills such as collaboration, synthesis of information, critical thinking, and problem-solving.

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“…Several games have been developed using this system, including games aimed at reinforcing graduate medical education in internal medicine and otolaryngology [6,7]. The Kaizen-Education software platform was similarly adopted by the UAB School of Nursing for undergraduate nursing courses [8][9][10]. Additional uses of the Kaizen-Education software platform have examined player competencies in public health and supported formal training of rigor, reproducibility, and transparency.…”

Section: Introductionmentioning

confidence: 99%

Creating and testing a GCP game in an asynchronous course environment: The game and future plans

Jones

Jester

Croker

et al. 2019

J. Clin. Trans. Sci.

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Introduction:The National Institute of Health has mandated good clinical practice (GCP) training for all clinical research investigators and professionals. We developed a GCP game using the Kaizen-Education platform. The GCP Kaizen game was designed to help clinical research professionals immerse themselves into applying International Conference on Harmonization GCP (R2) guidelines in the clinical research setting through case-based questions.Methods:Students were invited to participate in the GCP Kaizen game as part of their 100% online academic Masters during the Spring 2019 semester. The structure of the game consisted of 75 original multiple choice and 25 repeated questions stemming from fictitious vignettes that were distributed across 10 weeks. Each question presented a teachable rationale after the answers were submitted. At the end of the game, a satisfaction survey was issued to collect player satisfaction data on the game platform, content, experience as well as perceptions of GCP learning and future GCP concept application.Results:There were 71 total players who participated and answered at least one question. Of those, 53 (75%) answered all 100 questions. The game had a high Cronbach’s alpha, and item analyses provided information on question quality, thus assisting us in future quality edits before re-testing and wider dissemination.Conclusions:The GCP Kaizen game provides an alternative method for mandated GCP training using principles of gamification. It proved to be a reliable and an effective educational method with high player satisfaction.

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“Playing for Bragging Rights”: A Qualitative Study of Students' Perceptions of Gamification

Cited by 21 publications

References 9 publications

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

Effect of Combining Gamification and a Scavenger Hunt on Pre-Service Teachers’ Perceptions and Achievement

Creating and testing a GCP game in an asynchronous course environment: The game and future plans

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