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The effect of challenge-based gamification on learning: An experiment in the context of statistics education
Gamification is increasingly employed in learning environments as a way to increase student motivation and consequent learning outcomes. However, while the research on the effectiveness of gamification in the context of education has been growing, there are blind spots regarding which types of gamif...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
The Authors. Published by Elsevier Ltd.
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7293851/ https://www.ncbi.nlm.nih.gov/pubmed/32565668 http://dx.doi.org/10.1016/j.ijhcs.2020.102496 |
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author | Legaki, Nikoletta-Zampeta Xi, Nannan Hamari, Juho Karpouzis, Kostas Assimakopoulos, Vassilios |
author_facet | Legaki, Nikoletta-Zampeta Xi, Nannan Hamari, Juho Karpouzis, Kostas Assimakopoulos, Vassilios |
author_sort | Legaki, Nikoletta-Zampeta |
collection | PubMed |
description | Gamification is increasingly employed in learning environments as a way to increase student motivation and consequent learning outcomes. However, while the research on the effectiveness of gamification in the context of education has been growing, there are blind spots regarding which types of gamification may be suitable for different educational contexts. This study investigates the effects of the challenge-based gamification on learning in the area of statistics education. We developed a gamification approach, called Horses for Courses, which is composed of main game design patterns related to the challenge-based gamification; points, levels, challenges and a leaderboard. Having conducted a 2 (read: yes vs. no) x 2 (gamification: yes vs. no) between-subject experiment, we present a quantitative analysis of the performance of 365 students from two different academic majors: Electrical and Computer Engineering (n=279), and Business Administration (n=86). The results of our experiments show that the challenge-based gamification had a positive impact on student learning compared to traditional teaching methods (compared to having no treatment and treatment involving reading exercises). The effect was larger for females or for students at the School of Electrical and Computer Engineering. |
format | Online Article Text |
id | pubmed-7293851 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | The Authors. Published by Elsevier Ltd. |
record_format | MEDLINE/PubMed |
spelling | pubmed-72938512020-06-15 The effect of challenge-based gamification on learning: An experiment in the context of statistics education Legaki, Nikoletta-Zampeta Xi, Nannan Hamari, Juho Karpouzis, Kostas Assimakopoulos, Vassilios Int J Hum Comput Stud Article Gamification is increasingly employed in learning environments as a way to increase student motivation and consequent learning outcomes. However, while the research on the effectiveness of gamification in the context of education has been growing, there are blind spots regarding which types of gamification may be suitable for different educational contexts. This study investigates the effects of the challenge-based gamification on learning in the area of statistics education. We developed a gamification approach, called Horses for Courses, which is composed of main game design patterns related to the challenge-based gamification; points, levels, challenges and a leaderboard. Having conducted a 2 (read: yes vs. no) x 2 (gamification: yes vs. no) between-subject experiment, we present a quantitative analysis of the performance of 365 students from two different academic majors: Electrical and Computer Engineering (n=279), and Business Administration (n=86). The results of our experiments show that the challenge-based gamification had a positive impact on student learning compared to traditional teaching methods (compared to having no treatment and treatment involving reading exercises). The effect was larger for females or for students at the School of Electrical and Computer Engineering. The Authors. Published by Elsevier Ltd. 2020-12 2020-06-14 /pmc/articles/PMC7293851/ /pubmed/32565668 http://dx.doi.org/10.1016/j.ijhcs.2020.102496 Text en © 2020 The Authors Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active. |
spellingShingle | Article Legaki, Nikoletta-Zampeta Xi, Nannan Hamari, Juho Karpouzis, Kostas Assimakopoulos, Vassilios The effect of challenge-based gamification on learning: An experiment in the context of statistics education |
title | The effect of challenge-based gamification on learning: An experiment in the context of statistics education |
title_full | The effect of challenge-based gamification on learning: An experiment in the context of statistics education |
title_fullStr | The effect of challenge-based gamification on learning: An experiment in the context of statistics education |
title_full_unstemmed | The effect of challenge-based gamification on learning: An experiment in the context of statistics education |
title_short | The effect of challenge-based gamification on learning: An experiment in the context of statistics education |
title_sort | effect of challenge-based gamification on learning: an experiment in the context of statistics education |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7293851/ https://www.ncbi.nlm.nih.gov/pubmed/32565668 http://dx.doi.org/10.1016/j.ijhcs.2020.102496 |
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