Sustainability And Aptness Of Game Elements In A Gamified Learning Environment

2021 ◽  
Author(s):  
Mageswaran Sanmugam
Keyword(s):  
Learning Environment ◽  
Gamified Learning ◽  
Game Elements

The Effects of Flow, Emotional Engagement, and Motivation on Success in a Gamified Online Learning Environment

2019 ◽  
Vol 57 (8) ◽  
pp. 2006-2031 ◽  
Author(s):  
Şeyma Çağlar Özhan ◽  
Selay Arkün Kocadere
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Structural Model ◽  
Path Model ◽  
Emotional Engagement ◽  
Online Learning Environment ◽  
Gamified Learning ◽  
Game Elements

This study aimed to examine the factors that explain academic success in a gamified online learning environment considering flow, emotional engagement, and motivation. The gamified online learning environment was used by 40 undergraduate students, and the data gathered from them. A hypothetical path model showing the interaction of variables with each other was suggested and tested. The experience of flow and emotional engagement in the gamified learning setting had a highly significant impact on motivation. Furthermore, it was concluded that flow increased academic success through increasing motivation. In line with numerous studies in the literature, motivation was determined to have a positive effect on academic success. In addition, the results show that flow and emotional engagement explained 68% of variance of motivation; flow, emotional engagement, and motivation explained 22% of variance of academic success. It is suggested that subsequent studies should focus on the establishment and testing of models that would help to explain success in gamified settings which should incorporate game elements and player types in the structural model.

scholarly journals Analysing gamification elements in educational environments using an existing Gamification taxonomy

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Armando M. Toda ◽  
Ana C. T. Klock ◽  
Wilk Oliveira ◽  
Paula T. Palomino ◽  
Luiz Rodrigues ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Current Paper ◽  
Five Dimensions ◽  
The Past ◽  
Educational Domain ◽  
Educational Environments ◽  
Formal Definitions ◽  
Gamified Learning ◽  
Game Elements

AbstractGamification has been widely employed in the educational domain over the past eight years when the term became a trend. However, the literature states that gamification still lacks formal definitions to support the design and analysis of gamified strategies. This paper analysed the game elements employed in gamified learning environments through a previously proposed and evaluated taxonomy while detailing and expanding this taxonomy. In the current paper, we describe our taxonomy in-depth as well as expand it. Our new structured results demonstrate an extension of the proposed taxonomy which results from this process, is divided into five dimensions, related to the learner and the learning environment. Our main contribution is the detailed taxonomy that can be used to design and evaluate gamification design in learning environments.

scholarly journals Customer game experience impact on gamification and online purchasing

2019 ◽  
Author(s):  
Fortesa Haziri ◽  
Lulzim Shabani ◽  
Miloslava Chovancova
Keyword(s):  
Consumer Behavior ◽  
Game Design ◽  
Positive Impact ◽  
Purchasing Behavior ◽  
Buying Behavior ◽  
Board Games ◽  
Purchasing Intention ◽  
Gamified Learning ◽  
Game Elements ◽  
Practical Implications

PPurpose – the purpose of the current research was to investigate the influence of the experience of players and no-players on their purchasing behavior in a gamified purchasing setting. Research methodology – PLS-SEM has been employed to investigate the effect of gaming on consumer behavior and analyze the data gathered via the questionnaire distributed online. Findings – unlike studies in different domains, where the positive impact of game experience in a gamified learning environment and purchasing intention towards gamified products has been highlighted, the results of this research reveal the irrelevance of game experience in online purchasing behavior. Research limitations – firstly, no comparison has been made concerning the differences between board-games and online games. Secondly, the length of time spent playing has not been analyzed. Lastly, the research does not offer any insight regarding the country, nor compare online and offline buying behavior. Practical implications – eventually, game experience needlessly impacts the purchasing process in a gamified setting. Game design, personality, characteristics, cultural background and other attributes of the participants are an important caveat. Originality/Value – the research reveals stimulating results for scholars in the field of gamification, game elements, consumer behavior, and online purchasing

Creating G-Class: A gamified learning environment for freshman students

2020 ◽  
Vol 17 (2) ◽  
pp. 94-110 ◽  
Author(s):  
John Aries I Malahito ◽  
Maria Ana T Quimbo
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Digital Media ◽  
Game Design ◽  
Teaching Strategy ◽  
Evaluation Model ◽  
Design Development ◽  
Instructional Task ◽  
Beneficial Effects ◽  
Gamified Learning

In this era of digital media, teachers are competing against technological advancements in gaining students’ engagement and attention. Incorporating game elements in the learning environment known as gamification is a new field of study that re-engages students in learning. This study was done primarily to create a gamified learning environment that will serve as another teaching strategy to engage students in learning. The learning environment was aligned with the principles of gamification and was called Gamified-Class or simply G-Class. Using data gathered from 27 freshman college students, G-Class was developed following the Analysis–Design–Development–Implementation–Evaluation model of instructional design and using the Mechanics–Dynamics–Aesthetics framework of game design. The material was implemented in a General Physics class through a quasi-experimental research design. A G-Class mobile and desktop application together with a user guide was created. G-Class was evaluated both as instructional design material and as instructional task. As an instructional design, it was assessed in terms of content and learning objectives; design, interactivity, and usability; and assessment aligned with learning outcomes. As an instructional task, G-Class was assessed using the Intrinsic Motivation Inventory which consisted of four subscales in a 7-point Likert scale, namely, interest/enjoyment, perceived competence, choice, and pressure/tension. Overall, G-Class was given positive rating both as instructional material and as instructional task. With an overall rating of 5.60, students were found to be more engaged with their subject. Applying gamification in the learning environment pointed to its beneficial effects in enhancing students’ engagement in learning.

scholarly journals Gamified Learning: Are Vietnamese EFL Learners Ready Yet?

2020 ◽  
Vol 15 (24) ◽  
pp. 242
Author(s):  
Huyen Thi Thanh Phuong
Keyword(s):  
English Language ◽  
English Education ◽  
English Language Teaching ◽  
Focus Group Interviews ◽  
Efl Learners ◽  
Students Attitudes ◽  
Gamified Learning ◽  
Group Interviews ◽  
Game Elements ◽  
The Relationship

Given the strong empirical evidence in the field of education that confirms the relationship between the application of game elements and increased learning motivation, gamification has recently become a concept that starts drawing attention in the field of English language teaching (ELT). However, the topic of gamification is still under-presented in ELT research, especially in English as a foreign language (EFL) contexts. The current research ex-plores the extent to which Vietnamese EFL learners are familiar to online gamification tools and their attitudes toward online-based gamified learn-ing. The study draws on data collected from survey questionnaires and fo-cus group interviews. Participants involved 147 students who participated in the survey; 12 volunteers among the surveyed students joined focus group interviews. The findings indicate that gamification has started taking a certain role in English learning both within and beyond classrooms. Also, students’ attitudes towards gamified learning are positive. Pedagogical im-plications regarding the application of gamified learning in improving the efficacy of English education in Vietnam and similar EFL contexts are also discussed.

scholarly journals Just beat it: Exploring the influences of competition and task-related factors in gamified learning environments

2020 ◽  
Author(s):  
Luiz Rodrigues ◽  
Armando M. Toda ◽  
Wilk Oliveira ◽  
Paula T. Palomino ◽  
Seiji Isotani
Keyword(s):  
Contextual Factors ◽  
Intelligent Agent ◽  
Related Factors ◽  
Moderator Effects ◽  
Quasi Experimental ◽  
Gamified Learning ◽  
Game Elements ◽  
The Impact ◽  
Contextual Moderators ◽  
And Task

Understanding how each game element in isolation affects learners' motivation and contextual factors' moderator effects is needed to improve gamified interventions. Thus, this paper explored the impact of one of the most used game elements - Competition - on motivation and whether task-related contextual factors (e.g., familiarity with the task's subject) moderate that impact. In a within-subject quasi-experimental design, graduate students from an Artificial Intelligence course created a reflexive intelligent agent for a console-based fight simulator in a non-gamified condition. Then, they improved their agents to compete against their peers agents (gamified condition). Based on motivation levels measured in both conditions, we found that Competition was positive for students and that task-related contextual factors influenced that effect. Therefore, suggesting i) Competition alone can be positive for motivation and ii) contextual moderators should be considered in defining gamified designs.

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