Incorporating fantasy into gamification promotes student learning and quality of online interaction
We used the design-based research approach to test and refine a theoretically grounded goal-access-feedback-challenge-collaboration gamification model. The testbed was a 10-week, university-level e-learning design course offered in two consecutive semesters. In Study 1, we implemented the initial go...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer International Publishing
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9192135/ https://www.ncbi.nlm.nih.gov/pubmed/35730028 http://dx.doi.org/10.1186/s41239-022-00335-9 |
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author | Bai, Shurui Hew, Khe Foon Gonda, Donn Emmanuel Huang, Biyun Liang, Xinyi |
author_facet | Bai, Shurui Hew, Khe Foon Gonda, Donn Emmanuel Huang, Biyun Liang, Xinyi |
author_sort | Bai, Shurui |
collection | PubMed |
description | We used the design-based research approach to test and refine a theoretically grounded goal-access-feedback-challenge-collaboration gamification model. The testbed was a 10-week, university-level e-learning design course offered in two consecutive semesters. In Study 1, we implemented the initial goal-access-feedback-challenge-collaboration model in semester one of the 2020–2021 academic year (N = 26). The aim was to enhance student behavioral engagement in online discussion forums, affective engagement in the class, and learning performance. The results of Study 1 showed that although most participants were engaged in this gamified learning experience during the first two sessions, they gradually lost interest and their participation in online discussions dropped over the next eight weeks. Thus, we introduced a new element, fantasy, into the original model. In Study 2, we tested the effectiveness of the goal-access-feedback-challenge-collaboration-fantasy model on students’ learning outcomes in semester two of 2020–2021 (N = 23). The results of Study 2 suggested that, compared to the original model, the goal-access-feedback-challenge-collaboration-fantasy model can better promote students’ engagement in online discussion, as measured by increased interaction with peers, learning experience, and learning performance. |
format | Online Article Text |
id | pubmed-9192135 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-91921352022-06-17 Incorporating fantasy into gamification promotes student learning and quality of online interaction Bai, Shurui Hew, Khe Foon Gonda, Donn Emmanuel Huang, Biyun Liang, Xinyi Int J Educ Technol High Educ Research Article We used the design-based research approach to test and refine a theoretically grounded goal-access-feedback-challenge-collaboration gamification model. The testbed was a 10-week, university-level e-learning design course offered in two consecutive semesters. In Study 1, we implemented the initial goal-access-feedback-challenge-collaboration model in semester one of the 2020–2021 academic year (N = 26). The aim was to enhance student behavioral engagement in online discussion forums, affective engagement in the class, and learning performance. The results of Study 1 showed that although most participants were engaged in this gamified learning experience during the first two sessions, they gradually lost interest and their participation in online discussions dropped over the next eight weeks. Thus, we introduced a new element, fantasy, into the original model. In Study 2, we tested the effectiveness of the goal-access-feedback-challenge-collaboration-fantasy model on students’ learning outcomes in semester two of 2020–2021 (N = 23). The results of Study 2 suggested that, compared to the original model, the goal-access-feedback-challenge-collaboration-fantasy model can better promote students’ engagement in online discussion, as measured by increased interaction with peers, learning experience, and learning performance. Springer International Publishing 2022-06-14 2022 /pmc/articles/PMC9192135/ /pubmed/35730028 http://dx.doi.org/10.1186/s41239-022-00335-9 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Research Article Bai, Shurui Hew, Khe Foon Gonda, Donn Emmanuel Huang, Biyun Liang, Xinyi Incorporating fantasy into gamification promotes student learning and quality of online interaction |
title | Incorporating fantasy into gamification promotes student learning and quality of online interaction |
title_full | Incorporating fantasy into gamification promotes student learning and quality of online interaction |
title_fullStr | Incorporating fantasy into gamification promotes student learning and quality of online interaction |
title_full_unstemmed | Incorporating fantasy into gamification promotes student learning and quality of online interaction |
title_short | Incorporating fantasy into gamification promotes student learning and quality of online interaction |
title_sort | incorporating fantasy into gamification promotes student learning and quality of online interaction |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9192135/ https://www.ncbi.nlm.nih.gov/pubmed/35730028 http://dx.doi.org/10.1186/s41239-022-00335-9 |
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