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Enhancing student learning experience with technology-mediated gamification: An empirical study

Enhancing student learning experience with technology-mediated gamification: An empirical study

Tsay, Crystal Han-Huei ORCID: 0000-0003-4959-0411, Kofinas, Alexander and Luo, Jing (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)

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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 / Department / Research Group: Faculty of Business
Faculty of Business > Department of Human Resources & Organisational Behaviour
Faculty of Business > Centre for Work and Employment Research (CREW) > Leadership & Organisational Behaviour Research Group (LOB)
Greenwich Research into Innovative Pedagogies (GRIP)
Last Modified: 01 Aug 2019 01:38
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: GREAT a
Selected for GREAT 2019: GREAT 2
URI: http://gala.gre.ac.uk/id/eprint/18565

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