The effectiveness of using in-game cards as reward

Abstract

The research team has developed a web-based multiplayer trading card game to allow teachers choosing cards as rewards for students who actively participate in discussions and classroom activities as well as perform well in terms of doing assignments and writing exams or quizzes. In order to verify the effectiveness of the use of in-game cards as rewards, the research team integrated the trading card game into a web-based English vocabulary learning system. Students can receive cards as rewards every time after they use the learning system. A 6-week experiment had been conducted at an elementary school with 172 fifth-grade students. The results showed that boys have higher intention of getting the in-game cards as rewards. The research also showed that the use of the in-game cards as educational rewards not only motivates students to use the vocabulary learning system but also improves their learning outcome. The research result supported the recommended process for teachers to adopt the trading card game in their courses.

Teaching Vocabulary Using Game in SMP Muhammadiyah Ambarawa: A Case Study

“…The findings of teaching vocabulary using games are similar to Bircan [6], Arkan [7], Rizki & Wiharyanti [8], Misa [9], Ramadhaniarti [11], Usman et al [18], Amalia [17]. What is not in line with research on direct interaction games is the application of digital games or internet games when teaching vocabulary is the research of Bakar & Nosratirad [10], Chen et al [14], Alhajaji et al [21] and Hendra [23].…”

“…Chen et al [14] researched the effectiveness of using in-game cards as a reward. Aims to prove the effectiveness of using card games on the web while learning English vocabulary.…”

Greater rewards in videogames lead to more presence, enjoyment and effort

“…Furthermore, the impact of expected rewards (whether verbal or tangible) will also depend upon the relationship between the reward and the task (reward contingencies) (Deci et al, 1999). While, there is a widespread belief that video game rewards are effective at facilitating user engagement and motivation, the impact of video game rewards has most often been investigated in the context of either serious video games (Denny, 2013;Hope & Darrel, 2014;Ronimus, Kujala, Tolvanen, & Lyytinen, 2014;McKernan, 2015;Chen, Kuo, Chang, & Heh, 2017), or gamified applications (i.e. the application of game elements in non-game contexts (Berkovsky, Coombe, Freyne, Bhandari, & Baghaei, 2010;Munson & Consolvo, 2012;Goh, Pe-Than, & Lee, 2015;Harms, Seitz, Wimmer, Kappel, & Grechenig, 2015;Siu & Riedl, 2016;Chen, Kuo, Chang, & Heh, 2017), rather than in the context of recreational gameplay.…”

“…While, there is a widespread belief that video game rewards are effective at facilitating user engagement and motivation, the impact of video game rewards has most often been investigated in the context of either serious video games (Denny, 2013;Hope & Darrel, 2014;Ronimus, Kujala, Tolvanen, & Lyytinen, 2014;McKernan, 2015;Chen, Kuo, Chang, & Heh, 2017), or gamified applications (i.e. the application of game elements in non-game contexts (Berkovsky, Coombe, Freyne, Bhandari, & Baghaei, 2010;Munson & Consolvo, 2012;Goh, Pe-Than, & Lee, 2015;Harms, Seitz, Wimmer, Kappel, & Grechenig, 2015;Siu & Riedl, 2016;Chen, Kuo, Chang, & Heh, 2017), rather than in the context of recreational gameplay. In the current paper, serious games (where the primary purpose is other than entertainment) and gamified applications will be discussed concurrently and the term 'recreational games' will be used to refer to non-serious games.…”

A card game for designing activities for technology-enhanced learning in higher education

“…Games can be classified into different genres, such as simulation, strategy, and role-playing (Chen et al, 2017), and they often have well-defined rules and objectives (Braad et al, 2019). However, the problems that the participants face during a game are often open-ended, i.e., they rarely have a correct answer and instead, there is often a range of solutions that are 'right'.…”