The impacts of infusing game elements and gamification in learning

Sanmugam, Mageswaran; Zaid, Norasykin Mohd; Abdullah, Zaleha; Aris, Baharuddin; Mohamed, Hasnah; Meijden, Henny van der

doi:10.1109/iceed.2016.7856058

Cited by 20 publications

(19 citation statements)

References 17 publications

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“…This may be caused by users' perception that badges will highlight their social status to their peers (Hamari 2015). Although most studies found that gamified learning has a positive impact on student engagement (Barata et al 2013;Hamari 2015;Kuo and Chuang 2016;Sanmugam et al 2016), the discovery Hanus and Fox (2015) contradict this finding. Hanus and Fox (2015) found that over time, students experiencing gamified learning showed a decline in their motivation thus affecting their final exam scores.…”

Section: Related Studymentioning

confidence: 99%

“…Researchers describe gamification as infusing game component into a non-game context (Hanus and Fox 2015;Kuo and Chuang 2016) which can be used as a mean to promote student engagement in the classroom (Hamari 2015;Hanus and Fox 2015;Sanmugam et al 2016). Leaderboard, badges, points and levels are some of the game elements employed in previous studies (Barata et al 2013;Hamari 2015;Hanus and Fox 2015;Kuo and Chuang 2016;Sanmugam et al 2016). According to Table 1, badges are the top choice of researchers to be used in the gamification being implemented followed by leaderboard.…”

Section: Related Studymentioning

confidence: 99%

“…Several studies referred to gamification as a technique to increase the students' engagement (Hanus and Fox 2015;Kuo and Chuang 2016;Sanmugam et al 2016). Gamification is the use of game design elements in non-game settings to engage participants and encourage desired behaviors.…”

Section: Introductionmentioning

confidence: 99%

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The effectiveness of gamification technique for higher education students engagement in polytechnic Muadzam Shah Pahang, Malaysia

Rahman

Ahmad

Hashim

2018

Int J Educ Technol High Educ

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In recent years, gamification is becoming popular in education development to enrich students experience in classroom. However, there is still lack of awareness among educators and the concern of whether the gamification technique is acceptable by students. This paper presents the effectiveness of gamification technique to improve students' engagement in Database Design subject at Polytechnic Muadzam Shah Pahang, Malaysia. A framework to implement the gamification technique in higher education is also described. As for the evaluation, an empirical investigation method is adapted and data was collected based on Technology Acceptance Model (TAM) and Student Course Engagement Questionnaire (SCEQ). The evaluation results indicate that the students positively inclined towards gamification caused by the ease of the platform used rather than the benefits that they can obtain from the gamification, concluding that Perceived Ease of Use (PEOU) is a better indicator for students' attitude towards gamification.

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Section: Related Studymentioning

confidence: 99%

Section: Related Studymentioning

confidence: 99%

See 1 more Smart Citation

The effectiveness of gamification technique for higher education students engagement in polytechnic Muadzam Shah Pahang, Malaysia

Rahman

Ahmad

Hashim

2018

Int J Educ Technol High Educ

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“…(Mohd et al, 2016) found that active students are more likely to perform well as they retained more knowledge during learning activities. Several studies referred to gamification as a technique to increase the students' engagement (Hanus and Fox, 2015), (Kuo and Chuang, 2016), (Sanmugam et al, 2016). Gamification is the use of game design elements in nongame settings to engage participants and encourage desired behaviours.…”

Section: Introductionmentioning

confidence: 99%

Effective Usage of Gamification Techniques to Boost Student Engagement

Raju¹,

Bhat²,

Bhat³

et al. 2021

Journal of Engineering Education Transformations

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As the engineering education fraternity is getting accustomed to the new normal amidst the global COVID-19 pandemic, online teaching has been gaining much attention in the recent past. While teachers are getting adjusted to this new way of teaching, it is paramount that the teaching-learning process caters to the needs of our millennial learners. Considering all these factors, the teacher must continuously work towards always keeping the students motivated. The authors of this paper brought in a series of innovative gamification constructs throughout a semester across multiple courses to gauge the level of involvement of students during the online lectures as well as the Learning Management System (LMS). The motive was the ensure that the students actively participate in all deliberations, thereby positively impacting the online learning process. The participants of the study were 56 second year Post Graduate students who were undergoing online classes. Several tasks, as well as assessments, were assigned to the students. While doing so, students were introduced to new gamification tools like Mentimeter, Edpuzzle, Kahoot, Quizizz and many more at regular intervals to break the monotony and keep them on their feet waiting for the next task to be performed. This not only meant that the students started participating in the classes more actively but also kept them engaged with a variety of innovative tools. The results clearly showed that the students started learning the concepts better while keeping competitive spirits. When it came to individual activities, there was an urge in students to outperform each other, which meant that the students would go that extra mile to get the things done. At the same time, team tasks had a high level of collaboration resulting in effective learning and building camaraderie. The students prefer learning through multiple sources and multiple platforms. By leveraging technological advancements and bringing in gamification in learning, the overall teaching-learning process gets highly benefited.

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“…Playing a game reframes the task as enjoyable and goal-oriented, and reduces pressure and tension, as seen in the successful human-based computation game ESP used by Google Image Labeler. Well-known game elements, such as points, badges, and leaderboards (PBL) have likewise been applied to educational assignments, with positive results [29]. By satisfying users' innate psychosocial needs of autonomy, competence, and relatedness, gamification provides intrinsic motivation which leads to increased work throughput without affecting task performance [26], [30].…”

Section: Engagement Of Labelermentioning

confidence: 99%

Cultural Heritage Design Element Labeling System With Gamification

2020

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Cultural heritage (CH) artifacts, such as ceramics and clothes, reflect the unique characteristics of ancient cultures and have the potential to be sustainably employed in modern design and entertainment. In particular, the shape of ceramics reflects regional and historical characteristics, so datafication is a promising avenue to preserve these assets for future generations. However, design is a specialized domain that requires significant human (expert and novice) labor. This often tedious process decreases the labeler's motivation to complete the task, and data consistency varies with the experience and motivation of the labeler. To increase engagement, we developed an image labeling platform with graphical icon-based labeling methods and introduced gamification. The robust labeling methods with gamification increased novices' engagement and decreased the workload of expert and novice labelers, but decreased data agreement between experts and novices, so we consider opportunities for gamification within the specialized cultural heritage domain.

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The impacts of infusing game elements and gamification in learning

Cited by 20 publications

References 17 publications

The effectiveness of gamification technique for higher education students engagement in polytechnic Muadzam Shah Pahang, Malaysia

The effectiveness of gamification technique for higher education students engagement in polytechnic Muadzam Shah Pahang, Malaysia

Effective Usage of Gamification Techniques to Boost Student Engagement

Cultural Heritage Design Element Labeling System With Gamification

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