Articlehybrid2019

Gamification as a tool for engaging student learning: A field experiment with a gamified app

Kasper Welbers · Elly A. Konijn · Christian F. Burgers · Nadia A.J.D. Bij de Vaate · Allison Eden · Britta Carmen Brugman

122 citations0/0 files storedE-Learning and Digital Media

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Educational Games and Gamification Digital Games and Media Online Learning and Analytics

Abstract

In this paper, we reflect on the implementation of a gamified application for helping students learn important facts about their study program. We focus on two design features, of which different configurations were tested in a field experiment among Dutch university students ( N = 101). The first feature is feedback, which is expected to increase engagement, with personalized (“tailored”) feedback being more effective than generic feedback. The second feature is a session limit that was designed to prevent users from “binging” the game, because this could prevent deep learning. Results showed that generic feedback was more effective than tailored feedback, contrasting our expectations. The session limit, however, did prevent binging without reducing the overall number of sessions played. Our findings suggest that careful consideration of game properties may impact sustaining and encouraging play via a gamified application.

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References

2011From game design elements to gamefulness 1996The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.2014Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification 2012The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education 2002Games, Motivation, and Learning: A Research and Practice Model 2013Improving Students’ Learning With Effective Learning Techniques 2012A systematic literature review of empirical evidence on computer games and serious games 2005GameFlow

Cited by

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