Spendency: Students’ Propensity to Use System Currency

Snow, Erica L.; Jackson, G. Tanner; McNamara, Danielle S.

doi:10.1007/s40593-015-0044-1

Cited by 26 publications

(5 citation statements)

References 37 publications

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“…While those overall findings have indicated that digital gamification has demonstrated the massive potential benefits in education domain, however, some scholars have presented a list of critic points on this issue. Some of them are (1) distraction from learning goals (Bolliger et al, 2015;Kocadere & Çağlar, 2015;Snow et al, 2015), (2) health concerns (Bolliger et al, 2015), and (3) lack of frameworks for planning and gamification set-up in a learning contexts (Ding, 2019;Toda et al, 2018).…”

Section: Literature Review Digital Gamification In Efl Contextmentioning

confidence: 99%

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Mahbub

2022

JEELS

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This study is an endeavor to depict undergraduate students’ perception of a digital game-based learning (DGBL) platform called Kahoot! integrated into the undergraduate students’ learning. To this end, a sequential explanatory study was employed. Undergraduate students from a private university in Indonesia (N=21) agreed to participate in this study. A web-based five-point Likert scale questionnaire was developed to examine their perceptions of this platform. A focus-group interview was also conducted to detect their in-depth feelings. The results indicated that they positively appreciated the integration of this tool into classroom instructions. Implications, conclusion and limitations were then discussed.

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Section: Literature Review Digital Gamification In Efl Contextmentioning

confidence: 99%

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Mahbub

2022

JEELS

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“…Chance is directly affected by the users' luck; some strategies can be used to mitigate the "bad luck" effect as including an automatic success after a certain number of tries. When the Economy is not related to the content, the user may lose focus on what is important (Snow et al 2015). Although, the users might find attractive when the Economy is tied directly to advantages related to the class, e.g.…”

Section: Ecological Dimensionmentioning

confidence: 99%

Analysing gamification elements in educational environments using an existing Gamification taxonomy

Toda

Klock

Oliveira

et al. 2019

Smart Learn. Environ.

175

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Gamification has been widely employed in the educational domain over the past eight years when the term became a trend. However, the literature states that gamification still lacks formal definitions to support the design and analysis of gamified strategies. This paper analysed the game elements employed in gamified learning environments through a previously proposed and evaluated taxonomy while detailing and expanding this taxonomy. In the current paper, we describe our taxonomy in-depth as well as expand it. Our new structured results demonstrate an extension of the proposed taxonomy which results from this process, is divided into five dimensions, related to the learner and the learning environment. Our main contribution is the detailed taxonomy that can be used to design and evaluate gamification design in learning environments.

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“…With a more methodical approach, Snow et al [33] studied how VC impacts in-system performance and learning outcomes in the context of an intelligent tutoring system (ITS). Students earn iBucks through their interactions with the ITS and use them to unlock gamebased features.…”

Section: Related Workmentioning

confidence: 99%

A Multi-Case Empirical Study on the Impact of Virtual Currency on Student Engagement and Motivation

Dicheva

Guy

Dichev

et al. 2023

Trends in Higher Education

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While the motivational effect of educational gamification is largely recognized, the impact of the gamification element virtual currency (VC) is underexplored, especially in an educational setting. To address this gap, the goal of the presented multi-case empirical study was to systematically explore the impact of virtual currency on learners’ engagement, motivation, and academic performance across different contexts and to uncover potentially generalizable results. Accordingly, this paper presents the outcomes of a multi-perspective analysis of students’ experiences in out-of-class practicing in a learning environment gamified with VC and the effect of this game element. The work builds on previous case studies with analogical goals, which the authors have conducted in different contexts, including the university type, student population, subject area, etc. The provided comprehensive cross-case analysis integrates and extends the previous results tracing the path to generalizable knowledge about the potential of VC. While the results of this multi-case study demonstrate a significant increase in student engagement in out-of-class practicing gamified with virtual currency, they fail to show a significant increase in students’ intrinsic motivation and students’ final course grades. This study is a step forward in enhancing our understanding of the multifaceted effect of virtual currency on learners’ experience.

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Spendency: Students’ Propensity to Use System Currency

Cited by 26 publications

References 37 publications

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Analysing gamification elements in educational environments using an existing Gamification taxonomy

A Multi-Case Empirical Study on the Impact of Virtual Currency on Student Engagement and Motivation

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