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

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.

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Game-Based Learning in an Online Environment

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch040 ◽

2021 ◽

pp. 828-846

Author(s):

Stephen Ko ◽

Eric Kong

Keyword(s):

Online Learning ◽

Student Engagement ◽

Learning Environment ◽

Undergraduate Students ◽

Online Learning Environment ◽

Game Based Learning ◽

Online Class ◽

Online Distance Learning ◽

Online Distance ◽

Learning Team

A game-based learning team exercise was specifically designed as a teaching tool which aimed to unlock the black box of cultivating student engagement in an online learning environment. In the exercise, online distance learning students were divided into police and prisoner groups whereby they were required to use different resources for catching the prisoners or for escaping from the police on a virtual map. The team exercise helped to create an innovative online learning environment that was active, cooperative, and encouraged student engagement, these being some of the key elements to enhance the quality of student experience. To evaluate the effectiveness of this exercise, an experiment was conducted using survey data from undergraduate students in an online learning environment. Results showed that the online class with a team-based activity had significantly higher scores in students' behavioral engagement than the other online class without a team-based activity while the differences in cognitive and emotional engagements were not significant.

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Effects of the Online Learning Environment Designed with Instruction Activities Model on Academic Achievements, Attitudes, and Retention of Learning

Shanlax International Journal of Education ◽

10.34293/education.v9i4.4062 ◽

2021 ◽

Vol 9 (4) ◽

pp. 59-77

Author(s):

Vildan Donmuş Kaya ◽

Burhan Akpinar

Keyword(s):

Online Learning ◽

Learning Environment ◽

Undergraduate Students ◽

Rating Scale ◽

Structured Interview ◽

Training System ◽

Control Group ◽

Online Learning Environment ◽

Academic Achievements ◽

Instructional Activities

The effect of the online learning environment designed with Gagné’s Instructional Activities Model on students’ academic achievements, attitudes, and retention of their learning was investigated using a mixed-method design. Purposive sampling was used to select 61 undergraduate students as participants. The participants were divided into two groups: one experimental group with the online learning environment designed with Gagné’s Instructional Activities Model and one control group with an online learning environment where the researcher does not intervene. The groups attended the same course content sessions that are suitable for their learning model over six weeks. Data were collected from undergraduates using three instruments which were academic achievement tests, course attitude scales, semi-structured interview form, and from experts using one instrument, which was rating scale. For analysis, descriptive statistics, independent group t-test, ANCOVA tests, and content analyses were performed. According to the findings of the study, students’ academic achievements and course attitude levels significantly increased in the online learning environment designed with Gagné’s Instructional Activities Model compared with an online learning environment where the researcher does not intervene. The qualitative findings of the study, Gagné’s online learning environment, a gradual model that allows learners to learn retention and that allows the learners to transform their learning into life, is a model that students often find useful and will also prefer to apply it in their professional lives. In this respect, the qualitative findings generally support quantitative findings because the experimental research results show that students learning online learning environments with Gagné’s principles are more successful, learnings are more permanent, and students’ attitudes toward the course are more positive. The results of this study show that various models, such as Gagné’s Instruction Activities Model in the online learning environment, have the potential to provide an alternative perspective to the teacher training system.

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Structural Model of Training Bachelors in Electrical Engineering in the Online Learning Environment

10.1109/mees52427.2021.9598647 ◽

2021 ◽

Author(s):

Dmytro Babenko ◽

Nataliia Dotsenko ◽

Olena Gorbenko ◽

Nataliia Kim

Keyword(s):

Online Learning ◽

Learning Environment ◽

Structural Model ◽

Electrical Engineering ◽

Online Learning Environment

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Lecturers’ Social Presence and Personality in the Online Environment

Outlooks and Opportunities in Blended and Distance Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-4205-8.ch028 ◽

2013 ◽

pp. 383-402

Author(s):

Fredy-Roberto Valenzuela ◽

Josie Fisher ◽

Sue Whale

Keyword(s):

Online Learning ◽

Learning Environment ◽

Undergraduate Students ◽

Social Presence ◽

Online Learning Environment ◽

Discussion Boards ◽

Online Environment ◽

Chat Rooms ◽

Face To Face ◽

Tone Of Voice

The first aim of this chapter is to present a literature review regarding two very important concepts for the online learning environment: social presence and personality. The second aim is to present the findings of an exploratory study that measured students’ perceptions regarding different aspects of their experience with the online learning environment including social presence and personality of lecturers in the online environment in particular. An online survey (developed using Qualtrix) was emailed to 474 off-campus postgraduate and 699 undergraduate students who are pursuing a coursework degree in management. To date, 62 responses from postgraduate and 41 from undergraduate students have been received, which indicates a response rate of 13 percent and 5.9 percent, respectively. Results show that social presence is not being successfully developed by lecturers, with discussion boards and chat rooms showing relatively low evaluations. In terms of lecturers’ personalities in the online environment, results show that some lecturers do not have a clear structure for their discussion boards and chat rooms and that the language used by lecturers in the online environment (especially discussion boards and chat rooms) differs from their language in face-to-face contexts. Other online learning tools, such as special podcasts and special vodcasts, show less difference in the personality of lecturers in the online and face-to-face contexts, especially in terms of language and tone of voice used by lecturers.

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