Tsay, Crystal Han-Huei ORCID: 0000-0003-4959-0411 , Kofinas, Alexander and Luo, Jing ORCID: 0009-0004-7818-4396 (2018) Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers and Education, 121. pp. 1-17. ISSN 0360-1315 (doi:https://doi.org/10.1016/j.compedu.2018.01.009)

Preview	PDF (Author Accepted Manuscript) 18565 TSAY_Enhancing_Student_Learning_Experience_2018.pdf - Accepted Version Download (1MB) | Preview
	PDF (Acceptance Email) 18565 TSAY_Acceptance_Email_2018.pdf - Additional Metadata Restricted to Repository staff only Download (52kB) | Request a copy

Abstract

We evaluated the use of gamification to facilitate a student- centered learning environment within an undergraduate Year 2 Personal and Professional Development (PPD) course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material. The implementation of the gamified course lasted two academic terms. The subsequent evaluation from a cohort of 136 students indicated that student performance was significantly higher among those who participated in the gamified system than in those who engaged with the nongamified, traditional delivery, while behavioral engagement in online learning activities was positively related to course performance, after controlling for gender, attendance, and Year 1 PPD performance. Two interesting phenomena appeared when we examined the influence of student background: female students participated significantly more in online learning activities than male students, and students with jobs engaged significantly more in online learning activities than students without jobs. The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students' learning, or for a broader base of professionals who wish to engage a population of potential users, such as managers engaging employees or marketers engaging customers.

Item Type:	Article
Uncontrolled Keywords:	Gamification, higher education, student engagement, flipped classroom, student-centered learning
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / School / Research Centre / Research Group:	Faculty of Business Faculty of Business > Centre for Work and Employment Research (CREW) Faculty of Business > Centre for Work and Employment Research (CREW) > Leadership & Organisational Behaviour Research Group (LOB) Faculty of Business > Department of Human Resources & Organisational Behaviour Greenwich Research into Innovative Pedagogies (GRIP)
Last Modified:	24 Apr 2024 13:05
URI:	http://gala.gre.ac.uk/id/eprint/18565

Actions (login required)

View Item

Downloads