The happy association of game and gamification: the use and evaluation of game elements with game-based activities

Effects of Gamification on Active and Reflective Learners' Engagement and Cognitive Load

“…On the other hand, Erümit and Yılmaz (2022) found out that gamification activities had a significantly positive effect on undergraduate students' cognitive engagement whereas it had not a significant effect on undergraduate students' emotional and behavioral engagement. According to Ding et al (2017), gamified online discussion platform called gEchoLu did not significantly affect graduate students' behavioral, emotional and cognitive engagement.…”

“…Despite the mentioned positive results for engagement in the gamification environment, Erümit and Yılmaz (2022) noticed that the same gamification elements got different effects on students' engagement in sub-dimensions. They revealed that gamification did not have a significant effect on undergraduate students' emotional and behavioral engagement by comparing pretest and posttest results.…”

“…Studies on gamification were available that deal with one or more sub-dimensions of engagement. Erümit and Yılmaz (2022) found out that gamification activities enriched with various game elements (competition, leaderboard, level-up, points, prizes, cups, and badges), and Kahoot as the gamified application had a significantly positive effect on undergraduate students' There is a strong relationship between motivation and engagement if a learning environment is enriched with more enjoyable gamification activities (Adams & Du Preez, 2022;Baiden et al, 2022;Jayalath & Esichaikul, 2022). That is why many studies focus on gamification elements and tools in the literature.…”

“…Zhang and Yu (2021) stressed that Kahoot was ideal for balancing competition and interaction, and properly using Kahoot in gamification process ensured positive learning outcomes. Erümit and Yılmaz (2022) stated that students liked Kahoot because it tested what they knew about the subject in a fun way. It was a remarkable finding that the participants in both groups liked so much the gamified KPSS questions, an important and difficult national exam for students in education faculty.…”

“…Çakiroğlu and Kiliç (2018) thought that the puzzle activity could encourage the students to participate the learning process. Some students in the study of Erümit and Yılmaz (2022) stated to like mystery questions (adding questions to the video) because of encouraging learning and the real cup as a prize. Huang and Hew (2021) found out that many students found rewards with real gifts, such as tour packages and coffee coupons, were favorite gamification elements.…”