The effect of challenge-based gamification on learning: An experiment in the context of statistics education

Legaki, Nikoletta Zampeta; Xi, Nannan; Hamari, Juho; Karpouzis, Kostas; Assimakopoulos, Vassilios

doi:10.1016/j.ijhcs.2020.102496

Cited by 200 publications

(147 citation statements)

References 85 publications

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“…Gamifying homework changed the perception of the learning tasks; hence, the positive feedback from the experimental group outweighed the control group's feedback. Furthermore, challenge-based gamification is seen as helpful to support students' learning [55].…”

Section: Discussionmentioning

confidence: 99%

Does Gamifying Homework Influence Performance and Perceived Gameful Experience?

et al. 2021

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There is a growing body of literature that recognizes the importance of applying gamification in educational settings. This research developed an application to gamify students’ homework to address the concern of the students’ inability to complete their homework. This research aims to investigate students’ performance in doing their homework, and reflections and perceptions of the gameful experience in gamified homework exercises. Based on the data gathered from experimental and control groups (N = 84) via learning analytics, survey, and interview, the results show a high level of satisfaction according to students’ feedback. The most noticeable finding to extract from the analysis is that students can take on a persona, earn points, and experience a deeper sense of achievement through doing the gamified homework. Moreover, the students, on the whole, are likely to be intrinsically motivated whenever the homework is attributed to factors under their own control, when they consider that they have the expertise to be successful learners to achieve their desired objectives, and when they are interested in dealing with the homework for learning, not just achieving high grades.

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Section: Discussionmentioning

confidence: 99%

Does Gamifying Homework Influence Performance and Perceived Gameful Experience?

et al. 2021

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“…The incorporation of new technologies, and the virtual learning platforms that support them, open up the possibility of applying not only gamified activities to learn, but can be assessments of gamified learning at the quantitative level [19,20].…”

Section: Gamification As An Evaluation Strategymentioning

confidence: 99%

Gamification Within the Learning Evaluation Process Using Ardora at the Salesian Polytechnic University (Guayaquil, Ecuador)

Llerena-Izquierdo

Atiaja-Balseca

2021

Communications in Computer and Information Science

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During the pandemic months, from May to September 2020, the evaluation of emerging online learning has taken the attention of higher education educational institutions in the country, especially in the city of Guayaquil. This work presents the design and use of activities in scenarios based on interactivity for learning, through Ardora web, as a complement to the process of evaluating subjects in the Computer Engineering Career. The quasi-experimental quantitative approach study at the descriptive level is carried out to five groups of students in the subjects of Programming, Systems Modeling and Information Systems during the fully virtual academic period 56, for the purposes of the pandemic, at the Salesian Polytechnic University in the city of Guayaquil. The results of this work show that, during the online modality, teachers applied gamification for evaluation using renewable learning objects considering the quality of experience, reuse capacity and virtual context for the development of the specific learning achievement indicator within the subject's syllabus. It is further evidenced that students who passed the courses gained greater satisfaction in performing gamified activities rather than traditional activities. It is found that the level of approval in each course averaged 96% in this period compared to the previous one.

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“…Gamification is applied to develop various learning materials, including: language, computers, statistics, and others [28], [29], [30]. The application of gamification is generally applied in learning design as a strategy to make learning methods more attractive [30], therefore increase students knowledge retention [31]. In another study, gamification was also shown to increase achievement motivation [32] and increase material absorption [29].…”

Section: Related Workmentioning

confidence: 99%

Evaluation of Student Core Drives on e-Learning during the Covid-19 with Octalysis Gamification Framework

Marisa¹,

Sakinah²,

Izzah³

et al. 2020

IJACSA

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Learning activities during the Covid-19 pandemic were carried out with an online system even though in reality many institutions had not prepared their systems and infrastructure properly. Some e-learning media that are generally used based on survey results include 53.81% google classrooms combined with other applications that are not integrated with the institution's Learning Management System. This condition provides research opportunities to evaluate the effectiveness of online learning, especially how students are motivated to learn the method, where the results can be used as a reference in developing and refining the method. Based on many studies, that the gamification model can increase individual motivation in carrying out activities, this study uses a gamification octalysis framework to analyze the extent of the role of gamification in the learning process and measure the amount of student motivation in online learning activities. The evaluation results show that the conclusion of the Likert scale results in a "High" level, while the highest score is "Very High". As for the octalysis test scale, the average score of 6.5 on a scale of 1 to 10. The conclusion from the results of this evaluation is that the motivation to learn e-learning during the Covid-19 period is quite high and has the potential to be developed. While the results of the Octalysis framework with 8 core drives are still average, for that we need innovation in E-learning which aims to increase student motivation based on Octalysis's 8 core drives. The results of this study recommend that gamification is needed to increase student learning motivation in order to improve learning outcomes.

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The effect of challenge-based gamification on learning: An experiment in the context of statistics education

Cited by 200 publications

References 85 publications

Does Gamifying Homework Influence Performance and Perceived Gameful Experience?

Does Gamifying Homework Influence Performance and Perceived Gameful Experience?

Gamification Within the Learning Evaluation Process Using Ardora at the Salesian Polytechnic University (Guayaquil, Ecuador)

Evaluation of Student Core Drives on e-Learning during the Covid-19 with Octalysis Gamification Framework

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