Effective Online Engagement Strategies through Gamification-A Systematic Literature Review and a Future Research Agenda

Gamification has recently been discovered as an excellent user engagement strategy that has the potential to improve online education, online brand engagement, and information system engagement. Even though the number of studies on gamification has expanded, there is currently no systematic literature review approach for categorizing its online engagement strategies. Therefore, the main purpose of this systematic literature review is to find effective online engagement strategies based on gamification. The literature, as published in top management, information systems, and education journals, was reviewed using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and authors categorized the studies published during the period 2016 to 2021. This study can be considered as among the first to include a systematic literature review with a potential future research agenda on effective online engagement strategies through gamification. The findings indicate several effective online engagement strategies through gamification for three major aspects.

No trade-offs between news and entertainment: Evidence from online engagement data

In today’s high-choice media environment, some scholars are concerned that people selectively consume media content based on personal interests and avoid others, which might lead to audience fragmentation across different content genres. Individually, there might be trade-offs between those genres, especially entertainment versus news. This study analyzed a large user engagement dataset (~40,000 users’ comments) collected from the Chinese information application Toutiao, one of the most popular information distribution platforms in China. The results showed that (1) the commenters were not fragmented between content genres, and (2) the users’ news engagement was positively associated with their entertainment engagement. The findings indicate that the availability of high media choices will not reduce the news engagement of those who have strong interest in entertainment. Instead, news engagement might increase alongside the augmentation of the sum of information engagement. Finally, we discussed the differences between relative news engagement and absolute news engagement.

Pivoting an MCI Empowerment Program to Online Engagement

In the Spring of 2020, closures and safe distancing orders swept much of the United States due to the COVID-19 pandemic. This paper presents a case study of pivoting an in-person empowerment program focused on lifestyle interventions for people newly diagnosed with Mild Cognitive Impairment (MCI) to an online program. Working as rapidly as possible to sustain participant engagement, our design decisions and subsequent iterations point to initial constraints in telehealth capabilities, as well as learning on the fly as new capabilities and requirements emerged. We present the discovery of emergent practices by family members and healthcare providers to meet the new requirements for successful online engagement. For some participants, the online program led to greater opportunities for empowerment while others were hampered by the lack of in-person program support. Providers experienced a sharp learning curve and likewise missed the benefits of in-person interaction, but also discovered new benefits of online collaboration. This work lends insights and potential new avenues for understanding how lifestyle interventions can empower people with MCI and the role of technology in that process.

Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: a quasi-experimental study

Mobile instant messaging (MIM) has become the most popular means for young people to communicate. MIM apps typically come with a myriad of features that educators may leverage to increase student learning. However, it remains poorly understood to what extent and in what aspect MIM can facilitate student engagement. We address the gap by comparing the effects of using MIM and asynchronous online discussion (AOD) on student online engagement, using a quasi-experimental study involving a historical cohort control group. Understanding which communication mode can better promote student online engagement is particularly important during the current widespread use of online learning. Specifically, we examined engagement from the behavioral, emotional, and cognitive dimensions. The results showed that the MIM group was more behaviorally engaged in discussion activities, producing more messages, more words, and higher rates of participation, task completion, and interaction. Emotionally, no statistically significant difference was found in students’ affective evaluation of course interaction and satisfaction between the two groups. However, MIM appeared to help students with improved intimacy and interpersonal relationships. Cognitively, the MIM group was more engaged than the AOD group. In particular, MIM seemed to facilitate interactive idea exchange and thus contributing to more “creating” activities. We conclude by providing suggestions for future instructional practice and research directions.

Otolaryngology Societies on Popular Social Media Platforms

Objective: The objective of this study is to investigate the use of social media, including Twitter, Facebook, Instagram, YouTube, and TikTok amongst otolaryngology societies. Study Design: Online assessment of social media pages and engagement amongst otolaryngology societies. Setting: Otolaryngology societies and their online engagement with the general community as well as those in the field of otolaryngology. Methods: A list of otolaryngology societies affiliated with Combined Otolaryngology Spring Meetings (COSM)and American Academy of Otolaryngology – Head and Neck Surgery (AAO-HNSF) were compiled. Two reviewers independently accessed popular social media platforms for societal accounts and their online engagement. Results: There is a wide range of social media participation amongst societies. The American Academy of Facial Plastic and Reconstructive Surgery (AAFPRS) has the highest numbers of followers on Twitter, Facebook, and Instagram. The highest follower count on Twitter and Facebook was followed by the American Otological Society (AOS). The American Laryngological Association had no social media accounts. On YouTube, The American Head and Neck Society (AHNS) had the highest amount of engagement. Conclusion: Social media usage and a robust online presence can provide patients a source of reliable healthcare information, educational opportunities to residents, and may be used for recruitment. Otolaryngology societies should consider improving their social media presence as a way to educate the public, patients, and future recruits.

Exploring the Perceptions of Undergraduate Psychology students towards Online Engagement in English for Specific Purpose Classes

In today’s global world, online teaching and learning have become an important part of the education system. In Pakistan, Covid-19 has revolutionized the teaching methodology from traditional face-to-face classes to online classes due to the closure of educational institutes. Despite various efforts made by HEC, universities, and teachers, yet students face problems in online classes. Therefore, the present study aims to explore the perceptions of undergraduate psychology students towards online engagement in ESP classes using self-determination theory (SDT). For this purpose, a qualitative study has been utilized and data has been collected in two stages using sociolinguistic profiles and interviews. The data was collected using a purposive sampling size from 35 psychology students enrolled in ESP online course. The data from the sociolinguistic profile has been analyzed using frequency analysis and interview data has been codified for thematic analysis. The findings suggest that both extrinsic and intrinsic motivation play an equal part in online learning. Besides this, the learners reported that learning can happen within online classes, depending on the teacher’s methodology and strategies in online classes. The results are effective for higher education institutes in determining the level of motivation and perceptions respondents have while taking ESP courses online, which can be made interactive by developing outcome-based courses with the integration of technology to fit the needs of modern education in the post-Covid-19 world.

Learning Presence and the Reconceptualization of Language and Literacy Teachers’ Online Professional Development

Besides teaching the way they were taught, teachers teach the way they learned (Oleson & Hora, 2014). Thus, if teachers are to be guided to teach online effectively, their learning experiences and the ways they learn online need to be understood. This study focused on second/foreign language and literacy teachers’ (LLTs) Learning Presence (LP) as they engaged online to update their teaching expertise in a formal, doctoral-level professional development program (PD). LP is defined as individuals’ self- and co-regulation of their behaviors in online environments in order to be effective learners (Shea et al., 2014). We undertook a mixed-method study involving a content analysis of 9 weeks of online seminar discussions, a 27-question survey that corresponded to Shea et al.’s (2014) LP framework and interviews with the LLTs. The prevalent patterns in the LLTs’ online engagement that emerged were in the Strategy Use and Monitoring LP categories. They demonstrated the nature of the engagement amongst LLTs, including peer-to-peer and heterarchical learning. The findings also provided evidence that when supported by the affordances of the online medium, the LLTs’ straddled “professionalization and professionalism” goals. In terms of the implications, the findings suggested a reconceptualization of three existing teacher PD models, including that of Darling-Hammond et al.’s (2017). The research’s limitations were also identified, pertaining to the way the study was structured, its instruments and their implementation, as well as the constraints of the LP framework itself. Finally, the study concluded with the next steps in research to address the limitations.