Learning and engagement in a gamified course: Investigating the effects of student characteristics.
Abstract: The current study investigated college students' experiences of a gamified informatics course. We surveyed 139 students aged 18–31 years (M = 20 years, SD = 1.5) enrolled in an undergraduate informatics course focused on social networking technologies. Surveys were conducted at 3 time poin...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 5; pp. 492 - 504 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=131662425&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 131662425 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2018 vid: 34 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 131662425 131662425 131662425 10.1111/jcal.12254 131662425 ppf: 492 ppct: 12 formats: tig: atl: Learning and engagement in a gamified course: Investigating the effects of student characteristics. aug: au: Davis, K. Sridharan, H. Koepke, L. Singh, S. Boiko, R. affil: The Information School, University of Washington, WA, 98195, USA sug: subj: Video Games Learning Methods Informatics Education Human Student Attitudes Mann-Whitney U Test Wilcoxon Rank Sum Test Kruskal-Wallis Test Fisher's Exact Test Chi Square Test Sex Factors Recreation ab: Abstract: The current study investigated college students' experiences of a gamified informatics course. We surveyed 139 students aged 18–31 years (M = 20 years, SD = 1.5) enrolled in an undergraduate informatics course focused on social networking technologies. Surveys were conducted at 3 time points during the course (beginning, middle, and end). Overall, we found positive trends with respect to students' perceptions of gamification's impact on their learning, achievement, and engagement in the course material. Although students who played and identified variously with recreational games were more alike than not, we did uncover one notable difference with respect to how students' gaming frequency impacted their engagement in the course. Nongamers expressed somewhat less motivation to do well in the course than frequent gamers. For all other measures of engagement, however, nongamers appeared to be equally engaged by the gamified format of the course as gamers. There were virtually no differences between male and female students' perceptions of gamification. This study contributes new insight into the conditions under which gamification succeeds or fails in educational settings. These insights will be useful to designers and instructors of gamified learning environments as they seek to engage and support a variety of learners. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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