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- Through gamification, learning becomes more interactive, motivation increases, knowledge retention improves, and collaboration flourishes. Gamified activities increase student engagement, particularly for those who struggle with conventional learning methods.
www.schoolsthatlead.org/blog/gamification-in-education
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Mar 29, 2021 · This research was designed to answer the following research questions: How does gamification influence learners’ motivation (e.g., participation level) and performance (e.g., test score)? Do gamification effects differ across age, length of the program, and type of outcome measure?
- Jihoon Kim, Darla M Castelli
- 10.3390/ijerph18073550
- 2021
- 2021/04
- Participants
- Measures
- Materials
- Gamification in Feeper
- Experimental Design
- Procedure
The participants were universities student from two first-semester classes in a Computing course at a private university in the state of Rio Grande do Sul, Brazil. In total, 48 students aged between 17 and 34 years old (M =21, DP =3.74), 38 boys, and ten girls, were invited at the beginning of the semester for participation. Consent forms were deli...
We verified the change in engagement by the number of logins, badges, points, and also the number of visualizations of the gamification elements. The grades in the course exams served to evaluate learning. The programming behavior was measured by the accuracyof the solutions submitted by students for programming exercises. Accuracy is the result of...
Personality questionnaire - iGFP-5
To determine students’ personalities, we have used the IGFP-5. IGFP-5 is a self-reported measure composed of 44 items and designed to evaluate the personality dimensions based on the Big Five Personality Factors model (Openness, Conscientiousness, Extroversion, Agreeableness, and Neuroticism) (de Andrade 2008). It was validated for Brazil through a sample of 5,089 respondents from the five Brazilian regions, 66.9% female, and 79.0% higher education. According to Andrade (2008), individuals wi...
BlueJ and feeper
FeeperFootnote 1is a web-based system designed to assist students and teachers in programming classes. In the environment, the teacher can provide programming exercises, which can be solved by students, and automatically corrected by an Online Judge integrated on the platform. It matches the output of the learners’ program with the output of an ideal solution provided by the teacher for a given input. It uses rules previously registered by the teacher also to give some feedback for the studen...
System logs and grades
The information extracted from Feeper through the use of the environment consisted of the number of: logins, correct and wrong exercises, badges and points obtained, and challenges completed. We also analysed the number of users’ views of the elements ranking, badges, and points. The number of badges view is different from the number of badges obtained. When we counted the number of views, we were analyzing how interested the student was in this element. A student can get many badges because...
The gamification elements implemented on Feeper for this study are points, badges, and ranking, described below. The only difference between the gamified and non-gamified versions of Feeper is that participants in the non-gamified version cannot see the gamification elements, but internally the system still scores points and badges. This score allo...
This experiment followed an experimental design consisting of two groups, control (21 participants) and experimental groups (19 participants), for which the students were randomly assigned with the only restriction of having the same number of participants initially in both groups. Table 1shows the number of participants for each personality trait ...
The experiment was realized in the second part of 2018 and had a period of four months. The participants had class once a week, and each class had two hours and 38 minutes of duration. Students used Feeper in all classes, except for the first class, the three classes in which the teacher delivered the exams (Grade A, Grade B, and Grade C), and one ...
- Rodrigo Smiderle, Sandro José Rigo, Leonardo B. Marques, Jorge Arthur Peçanha de Miranda Coelho, Pat...
- 2020
Jun 1, 2020 · The adoption of gamification in learning and instruction is perceived to have mass appeal among the learners in stimulating motivation, learner engagement and social influence.
- Zamzami Zainuddin, Samuel Kai Wah Chu, Muhammad Shujahat, Corinne Jacqueline Perera
- 2020
Aug 15, 2019 · As proposed by the theory of gamified learning, gamification can affect learning outcomes by enhancing activities that are relevant for learning and might thus create instructional affordances for learners to actively engage in cognitive processes with the learning material.
- Michael Sailer, Lisa Homner
- 2020
5 days ago · Academic institutions have implemented methods to enhance student engagement, increase satisfaction levels, and maximize the efficacy of the learning process. Gamification has been increasingly used in education to enhance the efficacy of student learning, in contrast to traditional teaching methods.
Jun 1, 2020 · In this study, we find four main reasons why learners enjoy gamification: (a) gamification can foster enthusiasm; (b) gamification can provide feedback on performance; (c) gamification can fulfill learners' needs for recognition; and (d) gamification can promote goal setting.
Jul 20, 2020 · 131 Citations. 6 Altmetric. Explore all metrics. Abstract. Gamification research in educational settings has produced mixed results on student learning outcomes. Educational researchers and practitioners both struggle with identifying when, where, and how to use gamification design concepts.
