Psychological interventions of virtual gamification within academic intrinsic motivation: A systematic review

Xu, Joy; Lio, Aaron; Dhaliwal, Harshdeep; Andrei, Sorina; Balakrishnan, Shakthika; Nagani, Uzhma; Samadder, Sudipta

doi:10.1016/j.jad.2021.06.070

Cited by 68 publications

(44 citation statements)

References 25 publications

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“…Gamification may consequently act as a catalytic agent for offer students with an extrinsic incentive in the process of short‐range perquisites (Singhal et al, 2019). As a result, through boosting external rewards, gamification could rekindle intrinsic drive by piquing curiosity and interest in the core topic in a fun manner (Dichev & Dicheva, 2017; Xu et al, 2021).…”

Section: How To Make Gamification Work?mentioning

confidence: 99%

Benefits of gamification in medical education

et al. 2022

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Medical education is changing at a fast pace. Students attend medical school with a high degree of technological literacy and a desire for a diverse educational experience. As a result, a growing number of medical schools are incorporating technologyenhanced active learning and multimedia education tools into their curriculum.Gamified training platforms include educational games, mobile medical apps, and virtual patient scenarios. We provide a systematic review of what is meant by gamification in this era. Specific educational games, mobile apps, and virtual simulations that may be used for preclinical and clinical training have been discovered and classified. The available data were presented in terms of the recognized platforms for medical education's possible benefits. Virtual patient simulations have been shown to enhance learning results in general. Gamification could improve learning, engagement, and cooperation by allowing for real-world application. They may also help with promoting risk-free healthcare decision-making, remote learning, learning analytics, and quick feedback. We account for Preclinical training which included 5 electronic games and 4 mobile apps, while clinical training included 5 electronic games, 10 mobile applications, and 12 virtual patient simulation tools. There were additionally nine more gamified virtual environment training products that were not commercially accessible. Many of these studies have shown that utilizing gamified media in medical education may confer advantages.

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Section: How To Make Gamification Work?mentioning

confidence: 99%

Benefits of gamification in medical education

et al. 2022

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“…This, in return, exhibit greater interest in studies among the science majoring students [15]- [17]. It was also proven that casual video games enhance productive behaviours and a positive attitude towards learning, thus, improving students' mental health in overall [18]. Conversely, academics' perspective towards casual video games in online learning is shown in Figure 6.…”

Section: Resultsmentioning

confidence: 92%

Integration of Casual Video Games During Online Learning to Relief Stress in Students

Vimalanathan¹,

Kunasegaran²,

Alagenthran³

et al. 2022

Malaysian J. Sci. Adv. Tech.

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COVID-19 pandemic has impacted all facets of society, including students, as daily learning activities were severely affected while the face-to-face classes were forced to be held online. As a result, students underwent tremendous stress and were exposed to severe mental health conditions. Thus, this study investigates how the integration of casual video games into online learning can relieve stress among science students. An online survey was designed and disseminated to students via social media. The respondents were pre-assessed for stress and emotional conditions during their online learning. Then, the respondents were instructed to watch a tutorial video from YouTube and play a quiz-like casual video game that we had developed. The respondents were then reassessed for stress and emotional level (post-assessment) to understand how casual video games can relieve their anxiety in online learning. All questionnaires in this survey were tested for the Likert scale, with one being strongly disagreed and five strongly agreed. Similar pre-and post-survey questionnaires were designed and tested against academicians for their perceived efficiency of casual video games in online learning. The outcome from this study has shown significant improvements in students' stress and mental emotional levels when casual video game is introduced as part of their online lesson. On the other hand, the academicians perceived that online teaching alone is as effective as casual video games during online learning. However, the academicians also perceived that casual video games could significantly reduce students' stress and emotional during online classes. We propose that casual video games are considered an integral tool for online teaching and learning as they can significantly reduce students' stress in online learning during the Covid-19 lockdown.

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“…Most likely, they benefit from small class teaching models, and each of them has one senior undergraduate tutor [ 23 ]. Interestingly, the latest research reveals that virtual gamification enhances intrinsic motivation, which is a potential application in future online learning [ 36 ].…”

Section: Discussionmentioning

confidence: 99%

Academic motivation among senior students majoring in rehabilitation related professions in China

Luo

2021

BMC Med Educ

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Objective/background In mainland China, most universities offer general rehabilitation curricula rather than specialized curricula. The purpose of the current study is to investigate senior students’ academic motivation for rehabilitation and examine whether it varies among different curriculum structures, students’ gender, specific interests, and parental average education level. Methods This cross-sectional study recruited both senior students in general and those who specialized in rehabilitation curricula using an online survey. The Academic Motivation Scale (AMS) was used to measure academic motivation. Results The response rate was 74.68%, and 59 senior students in total (male: 34.48%; female: 65.52%) were analyzed. Twenty-nine (50.00%) students were from a general rehabilitation curriculum at Guangxi Medical University, and the rest (n = 29, 50.00%) were from a specialized curriculum at West China Medical School of Sichuan University. The overall average academic motivation score was 30.96 ± 5.92. Students in the specialized rehabilitation curriculum (32.85 ± 6.26) showed a significantly higher academic motivation score than those in the general rehabilitation curriculum (29.10 ± 5.00, p<0.05). Male (31.13 ± 5.67) and female (30.88 ± 6.12) students had equally high scores (p = 0.88). Students who had specific interests (29.81 ± 4.73) and those who did not (24.69 ± 4.92) shared the same academic motivation (t = 2.00, p = 0.06). Conclusions Senior rehabilitation science students in specialized curricula have higher levels of academic motivation than those in general curricula. There was no significant difference in academic motivation scores based on students’ gender, specific interests, or parental average education levels.

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Psychological interventions of virtual gamification within academic intrinsic motivation: A systematic review

Cited by 68 publications

References 25 publications

Benefits of gamification in medical education

Benefits of gamification in medical education

Integration of Casual Video Games During Online Learning to Relief Stress in Students

Academic motivation among senior students majoring in rehabilitation related professions in China

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