Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation,social comparison,satisfaction, effort,and academic performance

Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students' final exam scores was mediated by students' levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings.     

Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance

Learners in the higher education context who engage with computer-based gamified learning systems often experience the novelty effect: a pattern of high activity during the gamified system's introduction followed by a drop in activity a few weeks later, once its novelty has worn off. We applied a two-tiered motivational, online gamified learning system over 2 years to a total number of 333 students. In a mixed methods research design, we used 3-year worth of longitudinal data (333 students for the treatment group and 175 in the control group) to assess students' engagement and performance in that period. Quantitative results established that students engaged and performed better in the gamified condition vis-à-vis the nongamified. Furthermore, students exhibited higher levels of engagement in the second year compared with the first year of the gamified condition. Our qualitative data suggest that students in the second year of the gamified delivery exhibited sustained engagement, overcoming the novelty effect. Thus, our main contribution is in suggesting ways of making the engagement meaningful and useful for the students, thus sustaining their engagement with computer-based gamified learning systems and overcoming the novelty effect.     

Social network analysis of a gamified e-learning course: Small-world phenomenon and network metrics as predictors of academic performance

Social networks and gamification are having an important and growing role in education. Social networks provide unknown communication and connection possibilities while games have the potential to engage students. This paper analyzes the structure of the social network resulting from a gamified social undergraduate course as well as the influence that student's position has on learning achievement. In a semester long experiment, a social networking site was delivered to students providing gamified activities and enabling social interaction and collaboration. Social network analysis was used to build the network graph and to compute four measures of the overall network and nine measures for each participant. Individual measures were then assessed as predictors of students' achievement using three different methods: correlation, principal component analysis and multiple linear regressions. The resulting social network has 167 actors and 2505 links, and it can be characterized as a small-world. All analyses agreed on the potential of structural metrics as predictors of learning achievement but they differ in the measures considered as significant. A moderate correlation was found between most centrality measures and learning achievement.     

Students' engagement characteristics predict success and completion of online courses

This study examined students' engagement characteristics in online courses and their impact on academic achievements, trying to distinguish between course completers and noncompleters. Moreover, this research is intended to differentiate between those who pass the final exam and those who do not. Four online courses were examined with a similar pedagogical model (N_students = 646) using learning analytics methods. The results revealed significant differences between students who completed the courses and students who did not, in all 13 variables. Completers' learning activities were more than twice as high, except for writing in the forums. Course subject and ongoing task and assignment submissions predicted course completion, whereas, in addition to these variables, engagement with course materials and reading the forums predicted final exam success, as well. Thus, the prediction of success in final exam emphasized the significant importance of engagement in various activities in the online course.     

A multilevel analysis of the effects of external rewards on elementary students' motivation,engagement and learning in an educational game

This study investigated the effects of external rewards on fifth graders' motivation, engagement and learning while playing an educational game. We were interested in exploring whether the feedback-rich environment of the game could mitigate the predicted negative effects of external rewards. Data of students' engagement and learning were collected and analyzed at multiple levels. A quasi-experimental design was used to examine the effect of external rewards in one group (n = 50) compared to a control group without such rewards (n = 56). According to the results, the external rewards did not undermine students' motivation (e.g., at proximal and distal levels), however they did not foster disciplinary engagement. On the other hand, students in the reward condition showed significantly larger gains in conceptual understanding (proximal) and non-significantly larger gains in achievement (distal). These results suggest that the predicted negative consequences of external rewards may be addressed in this new generation of learning environments. Future research and contributions of the study are provided.     

Does ease-of-use contributes to the perception of enjoyment? A case of gamification in e-banking

The success of online games encouraged the development of gamification software in e-banking. Beside the growing trend of gamification, it is important understand how bank customers face the gamified applications, particularly as enjoyment and ease-of-use. To assess the determinants that influence the adoption of gamification in e-banking, we developed a research to propose a conceptual model that illustrates the adoption of gamified business applications by bank customers, in e-banking context. We conducted two quantitative studies (A and B) to understand how bank customers represent a gamified business software and its changes (or improvements) over time. Study A was performed in 2012 (N = 183), and study B in 2015 (N = 219). Online bank customers were invited to rate the importance of variables related to: socialness, ease-of-use, usefulness, enjoyment and intention to use e-banking systems with game features and social cues. The results show that ease-of-use and enjoyment are interrelated, and both have influence in e-banking usage. This study present theoretical ground of the conceptual model, and discuss two empirical studies, aiming to analyse the ease-of-use and enjoyment influence on bank customers. These findings will contribute directly to explain of adoption hedonic business software in e-banking.     

A gamified peer assessment model for on-line learning environments in a competitive context

Peer Assessment (PA) offers a powerful solution that helps teachers in online learning environments to correct essays by distributing the workload among students. Nevertheless, the quality of the results in PA depends on good evaluations of reviewers. Thus, the main drawback for scaling up the use of PA is the presence of inadequate behaviours, such as being too harsh or too soft in the assessment, or even not offering a helpful feedback. This usually occurs due to the lack of motivation and engagement of students in the PA process. To deal with this problem, this paper proposes a gamified peer assessment model, where gamification elements are used to engage students in PA activities. Two experiments using the proposed model within an intelligent tutoring system called MeuTutor shows satisfactory outcomes. We verified that the average grade given by students to an essay are equivalent to those given by experts, but the time and costs to complete the assessments were largely reduced. Furthermore, the use of gamification helped to increase the amount of students' access to the system in 64.28%; increase in 10.53% the number of essays written and submitted; and improve the quantity and quality of assessments for each essay.     

Do badges increase user activity? A field experiment on the effects of gamification

During recent years, the practice of adding game design to non-game services has gained a relatively large amount of attention. Popular discussion connects gamification to increased user engagement, service profitability, goal commitment and the overall betterment of various behavioral outcomes. However, there is still an absence of a coherent and ample body of empirical evidence that would confirm such expectations. To this end, this paper reports the results of a 2 year (1 + 1 year – between-group) field experiment in gamifying a service by implementing a game mechanic called ‘badges’. During the experiment a pre-implementation group (N = 1410) was monitored for 1 year. After the implementation, the post-implementation (the gamified condition) group (N = 1579) was monitored for another full year. Results show that users in the gamified condition were significantly more likely to post trade proposals, carry out transactions, comment on proposals and generally use the service in a more active way.     

Learning with quizzes,simulations, and adventures: Students' attitudes,perceptions and intentions to learn with different types of serious games

Students' attitudes, their perceptions of cognitive and affective quality as predictors of attitudes, and the resulting intention toward learning with serious games remains ambiguous, largely due to the use of imprecise measures. The presented studies have aimed to develop and test a measurement of students' attitudes, perceptions, and intentions to learn with serious games in general, and to use the instrument to examine differences for the most common types of serious games, that is quiz, simulation, and adventure. To this end, a pretest (n = 301) and two main studies (Study 1: n = 135, Study 2: n = 375) were conducted. The developed instrument shows high reliability and convergent validity. Results demonstrate positive attitudes, positive cognitive perceptions, and high positive and low negative affective perceptions of students toward learning with serious games in general, as well as with different game types. Findings from a multivariate analysis of variance (MANOVA), however, indicate differences between the three game types that could be related to the perceptions of cognitive and affective quality. Predominately, compared to quizzes and adventures, simulations were perceived as more supportive for the comprehension and application of knowledge while promoting a less positive affect. Additionally, there was a significant difference due to gender. Whereas females reported higher perceptions of negative affective quality compared to males when serious games were addressed in general, answers to questions about the specific game types revealed a more detailed picture. In contrast to previous findings in existing literature, female students reported a more positive attitude, as well as higher perceptions of positive affective quality, than males for all three game types. These results stress the importance of examining the types of serious games separately and considering gender when evaluating students' attitudes and perceptions when learning with serious games.     

Design and evaluation of a gamified system for ERP training

Enterprise Resource Planning Systems (ERP) facilitate the flow of information within a company by storing data in common databases. These systems offer a holistic view of the organization because they reduce information redundancy, offer information in real time, help with process standardization, and improve information flow and communication among employees. Nevertheless, the benefits attributed to an ERP implementation can be lost without an effective user training. Previous studies have observed that common training mechanisms don't provide meaningful learning to users, and that user satisfaction rates range from neutral to low. Therefore, in this paper we study the effects that gamification has on ERP training concerning user learning and user satisfaction. Gamification is the use of game elements and game design techniques in non-gaming environments. Several applications prove that gamified systems increase user engagement and performance. Our hypotheses were that a gamified system for ERP training improve user learning and user satisfaction levels during the training period. To test our hypotheses, we designed and evaluated a gamified system. The results showed that users trained using a gamified system performed better than those trained using a conventional, non-gamified, training mechanism.     

E-portfolios supporting primary students' writing performance and peer feedback

E-portfolios show great promise for supporting students' writing performance and facilitating peer feedback, but empirical research of their use in primary education is limited. To address this gap, a yearlong study was conducted in a 4th grade primary class in Cyprus implementing e-portfolios (n = 20) to help students document their progress and send feedback to peers. A generic, open source weblog tool localized into Greek was used as an e-portfolio tool. Data sources included 176 student-essays, 1306 instances of peer feedback, students pre- and post-tests on writing performance, nine videotaped student interviews and one teacher interview. A paired samples t-test analysis showed that there was a statistically significant difference between students' pre-test (M = 62.6, SD = 9.82, n = 20) and post-test (M = 76.5, SD = 12.6, n = 20) on writing performance (t (19) = −8.03, p < .01). A repeated measures analysis of variance on e-portfolio artifacts showed that there were learning gains with respect to students' writing performance over time [F(4.01, 76.25) = 31.59, p < .01, η² = 0.89]. A qualitative analysis of students' comments showed that students provided more thorough peer feedback over time and became gradually more capable of providing corrective feedback. The qualitative analysis of student interviews provided evidence that students valued peer feedback in their portfolios. The analysis of the teacher interview showed that average and high-ability students benefited the most from peer feedback. This study provided evidence that e-portfolios can support the development of students' writing performance and peer feedback skills in the context of primary school essay writing. Instructional implications for portfolio implementation are offered.     

Gamification Solutions to Enhance Software User Engagement—A Systematic Review

Gamification is the use of video-game mechanics and elements in nongame contexts to enhance user engagement and performance. The purpose of this study is to conduct a systematic review to have an in-depth investigation into the existing gamification solutions targeted at solving user engagement problems in different categories of software. We carried out this systematic review by proposing a framework of gamifying process, which is the basis for comparison of existing gamification solutions. In order to report the review, the primary studies are categorized according to the following: a) gamified software and their platforms; b) elements of the gamifying process; c) gamification solutions in each software type; d) gamification solutions for software user engagement problems; e) gamification solutions in general; and f) effects of gamification on software user engagement and performance. Based on the search procedure and criteria, a total of 78 primary studies were extracted. Most of the studies focused on educational and social software, which were developed for web or mobile platforms. We concluded that the number of studies on motivating users to use software content, solving problems in learning software, and using real identity is very limited. Furthermore, few studies have been carried out on gamifying the following software categories: productivity software, cloud storage, utility software, entertainment software, search engine software, tool software, fitness software, software engineering, information worker software, and health-care software. In addition, a large number of gamification solutions are relatively simple and require improvement. Thus, for future studies, researchers can work on the items discovered in this review; they can improve the quality of the current gamified systems by using a wide variety of game mechanics and interface elements, utilizing a combination of contextual types of rewards and giving users the ability to use received rewards “in-game” and “out-game.”     

Teacher-created video instruction in the elementary classroom—Its impact on students and teachers

Despite the proliferation of multimedia devices in elementary classrooms, there is limited research examining teacher-created video instruction, particularly regarding its effect on academic growth and engagement. This study investigated the effect of teacher-created computer-based video instruction (CBVI) using iPads on students' academic, behavioural and affective learning in elementary classrooms. The study used a repeated-measures design with counterbalancing to measure the effects of CBVI during mathematics lessons on student achievement scores, time on-task and attitudes towards learning. Three year three classes (n = 49) completed three lessons, each using a different mode of instruction: CBVI created by the class teacher, CBVI created by a stranger, and a traditional live lesson delivered by the class teacher. Results were analysed using a Linear Mixed Model. No significant growth in performance was detected during video instruction, however a significant growth result was achieved for the traditional live teaching mode (p < 0.001), possibly attributable to the longer duration of experimental session. Behavioural engagement was considerably higher during CBVI lessons than live lessons and students preferred their teacher's voice during CBVI. Three teachers were interviewed to examine how CBVI affected teaching and learning, with two main themes emerging: (1) positive impacts of CBVI upon students; and (2) positive impacts on teacher wellbeing. This research indicates benefits for students and teachers when using teacher-created CBVI. Further research is needed to better understand the factors that influence cognitive development of students using CBVI and to also further explore the effect of CBVI on teacher wellbeing.     

Profiling sympathetic arousal in a physics course: How active are students?

Low arousal states (especially boredom) have been shown to be more deleterious to learning than high arousal states, though the latter have received much more attention (e.g., test anxiety, confusion, and frustration). Aiming at profiling arousal in the classroom (how active students are) and examining how activation levels relate to achievement, we studied sympathetic arousal during two runs of an elective advanced physics course in a real classroom setting, including the course exam. Participants were high school students (N = 24) who were randomly selected from the course population. Arousal was indexed from electrodermal activity, measured unobtrusively via the Empatica E4 wristband. Low arousal was the level with the highest incidence (60% of the lesson on average) and longest persistence, lasting on average three times longer than medium arousal and two times longer than high arousal level occurrences. During the course exam, arousal was positively and highly correlated (r = .66) with achievement as measured by the students' grades. Implications for a need to focus more on addressing low arousal states in learning are discussed, together with potential applications for biofeedback, teacher intervention, and instructional design.     

Examining the Effectiveness of Gamification in Human Computation

Within the human computation paradigm, gamification is increasingly gaining interest. This is because an enjoyable experience generated by game features can be a powerful approach to attract participants. Although potentially useful, little research has been conducted into understanding the effectiveness of gamification in human computation. In this experimental study, we operationalized effectiveness as perceived engagement and user acceptance and examined it by comparing the performance of a gamified human computation system against a non-gamified version. We also investigate the determinants of acceptance and how their effects differ between these two systems. Analysis of our data found that participants experienced more engagement and showed higher behavioral intentions toward the gamified system. Moreover, perceived output quality and perceived engagement were significant determinants of acceptance of the gamified system. In contrast, determinants for acceptance of the non-gamified system were perceived output quality and perceived usability.     

Wandering: A Web-based platform for the creation of location-based interactive learning objects

Wandering is an innovative web-based platform that was designed to facilitate outdoor, authentic, and interactive learning via the creation of location-based interactive learning objects (LILOs). Wandering was integrated as part of a novel environmental education program among middle school students. This paper describes the Wandering platform's structural architecture and an evaluation study that was conducted among grade nine students (N = 102) who participated in the innovative educational program. Our goal was to examine students' learning outcomes and experiences while creating LILOs' and providing comments. Findings indicated high motivation among students to use Wandering, not only for completing their school assignment, but also for contributing to the community. Despite the fact that the tagging and commenting tools could have been used more efficiently by students, more than one third of the LILOs received an excellent grad. In addition, our findings indicated that Wandering is a good platform for enhancing 21st century skills, including: engagement with others, personalization, control release, and change adaption.     

Predicting online learning success: Applying the situational theory of publics to the virtual classroom

Following the trend of increased interest by students to take online courses and by institutions to offer them, scholars have taken many different approaches to understand what makes one student successful in online learning while another may fail. This study proposes that using the situational theory of publics will provide a better understanding of online learning success. The situational theory of publics states that an individual's ability to recognize the value of a situation and the desire and ability to remove obstacles in that situation will lead to greater involvement in that situation. Results from a survey of students (n = 182) who completed an online “Introduction to Public Relations” course shows that awareness of course concepts and recognition that the field was important for their post-college careers and that the students' abilities to overcome course and technical constraints significantly impacted students' information processing abilities, which lead to greater involvement in the class and greater exam scores. The implications of the findings are discussed to better inform online instructors about methods to increase awareness and involvement in the course and reduce constraints to participation.     

Towards an analysis framework for investigating students' engagement and learning in educational blogs

Educational blogs are currently gaining in popularity in schools and higher education institutions, and they are widely promoted as collaborative tools supporting students' active learning. However, literature review on educational blogging revealed a lack of a complete and consistent framework for studying and assessing students' engagement and the impact of blogging on students' learning. This study reports on the application of an analysis framework for evaluating blogging learning activities, based on two well‐documented models, those of Community of Inquiry (CoI) and Social Network Analysis. The framework proposed is examined through an empirical study involving 21 K‐9 students, coming from two classes, in Greece. This investigation shed light into the different ways of students' engagement in a blog‐based project, namely their social and cognitive presence that supported the development of a CoI and learning. The results suggest that the students, through their different roles in the blog, achieved higher thinking and cognitive levels.     

Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments

Online learning often requires learners to be self-directed and engaged. The present study examined students' self-regulatory behaviors in online video-based learning environments. Using an experimental design, this study investigated the effects of a newly designed enhanced video learning environment, which was designed to support or scaffold students' self-regulated or self-directed learning on students' learning behaviors and outcomes. In addition, correspondence between students' self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the enhanced video environment were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (common video) or the experimental condition (enhanced video) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed enhanced video learning environment was a superior instructional tool than the common video learning environment in terms students' learning performance. In addition, there was correspondence between graduate students' self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking.