Journal
COMPUTERS & EDUCATION
Volume 80, Issue -, Pages 152-161Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2014.08.019
Keywords
Virtual reality; Improving classroom teaching; Human-computer interface; Interactive learning environments; Teaching strategies
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Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students' final exam scores was mediated by students' levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings. (C) 2014 Elsevier Ltd. All rights reserved.
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