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Student engagement and the novelty effect in a technology-mediated gamified course

Student engagement and the novelty effect in a technology-mediated gamified course

Tsay, Han-Huei (Crystal) ORCID: 0000-0003-4959-0411 and Kofinas, Alexander (2017) Student engagement and the novelty effect in a technology-mediated gamified course. In: SRHE International Conference on Research into Higher Education, 6-8 December 2017, Celtic Manor, Newport, Wales.

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Abstract

We investigate the extent to which the use of gamification in blended learning influences student engagement. For the gamified course, Personal and Professional Development, in
addition to weekly classroom teaching, students participated in a two-tiered system with online learning activities. Gamification elements were developed online and the intervention continued for two years. Data were collected from two cohorts of 334 students. Results suggested that students engaged more in the gamified course and that the second year intervention led to an increased, deeper engagement. Also, in both years, there was evidence of “novelty effect,” as students’ weekly engagement declined across time. Nevertheless, the pattern of decline did not follow what the literature would suggest. Possible reasons may be the usefulness of learning tasks, clearer expectations, and regular communications. We conclude that gamification is a useful tool for onboarding and engaging students. However, to
sustain long-term engagement, course designers need to consider other factors.

Item Type: Conference or Conference Paper (Paper)
Uncontrolled Keywords: Gamification, higher education, student engagement, autonomy and flexibility in learning
Subjects: 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
Last Modified: 14 Jul 2019 11:53
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/19946

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