期刊
TECHNOLOGY PEDAGOGY AND EDUCATION
卷 31, 期 1, 页码 103-121出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/1475939X.2021.2006077
关键词
Gamification; game-based activities; emotional engagement; behavioural engagement; cognitive engagement
The study found that implementing gamification in an undergraduate information technologies course had a positive impact on students' motivation and engagement. Students showed more active psychological effects and increased participation in the course after experiencing learning through gamification.
In this study, gamification with game-based activities was implemented in an undergraduate information technologies course in a university. While the qualitative results of this mixed methods revealed what aspects of gamification supported students' learning in this course, the quantitative analysis of responses to pre- and post-testing showed that the implementation of gamification positively affected students' motivation and engagement in the course. After the implementation, semi-structured interviews were conducted with the students to solicit their views of the treatment and its contribution to their learning. The interview results showed positive psychological effects; students who were unmotivated at the beginning of the semester had become more participatory and engaged in the course after experiencing learning through gamification. Overall, the findings of this study show that gamification warrants further examination as an effective pedagogical approach that can increase students' motivation to learn and engagement in class.
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