The Empirical Investigation of the Gamified Learning Theory

Zaric, Nadja; Lukarov, Vlatko; Schroeder, Ulrik

doi:10.1007/978-3-030-63464-3_13

Cited by 2 publications

(3 citation statements)

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“…show that balanced results are obtained only if the intervention boosts mean engagement scores of subjects in both learning tendency groups, having no crossover effects (previously published in [26]).…”

Section: Figure 9 Misbalanced (Left) and Balanced (Right) Results Of The Gamification Interventionmentioning

confidence: 56%

“…Same as in our previous work [26,27], the online JS course was used for the study setup, but with a new cohort of students. The JS course was organized as a one-month course (October to November 2019), realized within the Moodle Learning Management System (LMS) [28].…”

Section: Methodsmentioning

confidence: 99%

“…In the absence of satisfactory evidence on the links between learning tendencies and game elements, we conducted an exploratory study to investigate gamification contribution to students' engagement by taking into account their learning tendencies [26], [27]. For that, we developed an online JavaScript (JS) course for Bachelor students in Computer Science (CS), who registered for the elective "Web Technologies" module taught every winter semester at the RWTH Aachen University.…”

Section: Related Workmentioning

confidence: 99%

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Gamified Learning Theory: The Moderating role of learners' learning tendencies

Zaric

Roepke²,

Lukarov³

et al. 2021

IJSG

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The Gamified Learning Theory implies that gamification does not affect learning directly but stimulates a learning-related behavior in a mediating or moderating process. A learner-related behavior can, to some extent, be predicted based on the way learners tend to perceive, understand and utilize information. These different ways of learning are known as learning tendencies. This study investigates the moderator role of learning tendencies on gamification success concerning learners' academic participation, engagement, and experience. For this, Felder-Silverman Learning Style Model is used for the identification of learners' tendencies. In our study, 69 Computer Science students were randomly assigned to one control and two treatment groups. Students in the treatment groups were assigned two different gamified courses, while the control group attended a non-gamified course. This allowed us to analyze the individual effect of each gamification design and compare and see which gamification design was more appropriate for a learner with particular tendencies. Our results indicate that gamification design positively contributes to academic participation, affects learners' engagement in gamified environments, and that students' learning tendencies moderated students' engagement.

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Section: Figure 9 Misbalanced (Left) and Balanced (Right) Results Of The Gamification Interventionmentioning

confidence: 56%

Section: Methodsmentioning

confidence: 99%