Year: 2015
Type: conference-paper
Abstract: Gamification has been extensively studied in corporate settings and has been proven more effective than traditional training programs. Very few studies of gamification have been done in an academic setting, and no studies could be found that measure the motivational effects when compared to a control group. This work evaluated the potential of the gamification of on-line undergraduate physics content as a mechanism to enhance student learning and improve motivation. The main objective of the study was to determine whether extrinsic motivation indicators commonly used in video games are predictive of academic success. Life Science students taking an introductory physics course were tested using gamified multiple choice quizzes. The quizzes incorporated common gaming elements such as points, streaks, leaderboards and achievements, as well as some gamified graphical enhancements and feedback, and were compared to non-gamified control groups. These elements will be further explained and demonstrated in the talk. The gamified elements were not tied to the physics content and can be easily translated to any educational setting. Gamified quiz scores, motivation, engagement, attitudinal data and final grades were compared using standard statistical techniques. Student motivation was quantified through student participation beyond the requirements of the course. The results showed that gaming techniques were significantly correlated to student motivation and engagement outside of the classroom. However, no significant improvement of course grades was expected due to the design of the study. The attitudinal survey data demonstrated a strong correlation between student’s attitudes to the quizzes and their group placement. These correlations may assist instructors in engaging and motivating students outside the classroom in online and distance delivered undergraduate physics content. The gamified platform will be demonstrated for viewers for a better understanding of the game mechanics.
Author: Jordan A. Rose
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1167345691