Supporting Student Engagement Through the Gamification of Learning Activities: A Design-Based Research Approach
Tóm tắt
The application of gamification for educational purposes has been widely reported with mixed results. Successful application, in most cases, is subjective and failures or mistakes are often downplayed when in reality, there is much to be learnt from these (failed) attempts. Despite the unique nature of each context and target audience, transferable principles that guide implementation are present and should be reported. This study applied a design-based research approach which offers a contextually sensitive, theoretically driven approach to the design and refinement of educational interventions. Through iterative implementations and qualitative data collection, over a 2-year period, we report on the process and outcome of gamifying the learning activities in an Industrial Psychology module to facilitate student engagement. The primary contribution of the study are proposed design principles for practitioners and researchers based on the lessons learned in this process. These highlight key considerations for applying gamification to support student engagement.
Tài liệu tham khảo
Alabbasi, D. (2017). Exploring graduate students’ perspectives towards using gamification techniques in online learning. Turkish Online Journal of Distance Education, 18(3), 180–196.
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25.
Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2011). So fun it hurts: Gamifying an engineering course. In International Conference on Augmented Cognition (pp. 639–648). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39454-6_68
Bargate, K. (2014, September). Interactive qualitative analysis-a novel methodology for qualitative research. In ECRM2014-Proceedings of the 13th European Conference on Research Methodology for Business and Management Studies: ECRM 2014 (p. 45). Academic Conferences Limited.
Beagan, B. L., & Fredericks, E. (2018). What about the men? Gender parity in occupational therapy: Qu’en est-il des hommes? La parité hommes-femmes en ergothérapie. Canadian Journal of Occupational Therapy, 85(2), 137–145.
Berkling, K., & Thomas, C. (2013). Gamification of a software engineering course and a detailed analysis of the factors that lead to its failure. In International Conference on Interactive Collaborative Learning – ICL 2013 (pp. 525–530). https://doi.org/10.1109/ICL.2013.6644642
Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers and Education, 55(2), 566–575. https://doi.org/10.1016/j.compedu.2010.02.018.
Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 233–244.
De Byl, P. & Hooper, J. (2013). Key attributes of engagement in a gamified learning environment. In Proceedings of ASCILITE 2013, 221–230. Australasian Society for Computers in Learning in Tertiary Education.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1–27. https://doi.org/10.3102/00346543071001001.
De Schutter, B., & Van den Abeele, V. (2014). Gradequest: Evaluating the impact of using game design techniques in an undergraduate course. In Proceedings of the 9th International Conference on the Foundations of Digital Games – FDG2014, (pp. 1–9). FDG.
Dichev, C., Dicheva, D., Angelova, G., & Agre, G. (2014). From gamification to gameful design and gameful experience in learning. Cybernetics and Information Technologies, 14(4), 80–100. https://doi.org/10.1515/cait-2014-0007.
Grund, C. (2015). How games and game elements facilitate learning and motivation: A literature review. INFORMATIK, 2015, 1279–1293.
Hanus, M. D., & Fox, J. (2014). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019.
Herrington, J., & Reeves, T. C. (2011). Using design principles to improve pedagogical practice and promote student engagement. In ASCILITE 2011 - The Australasian Society for Computers in Learning in Tertiary Education (pp. 594–601). Hobart Tasmania.
Herrington, J., Mckenney, S., Reeves, T. & Oliver, R. (2007). Design-Based Research and doctoral students: Guidelines for preparing a dissertation proposal. In EdMedia: World Conference on Educational Media and Technology, pp 4089–4097. Association for the Advancement of Computing in Education (AACE).
Huang, W. H., & Soman, D. (2013). Gamification of education. Toronto: Rotman School of Management, University of Toronto. https://doi.org/10.1111/j.1467-8535.2011.01259.x.
Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. San Francisco, CA: Wiley.
Kapp, K., Blair, L., & Mesch, R. (2014). The Gamification of Learning and Instruction Fieldbook: Ideas Into Practice. San Francisco, CA: Wiley.
Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education. In Proceedings of 9th International Balkan Education and Science Conference. https://doi.org/10.4018/978-1-5225-5198-0
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. Perspectives on Thinking, Learning, and Cognitive Styles, 1(8), 227–247.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218.
Krause, K., & Coates, H. (2008). Students’ engagement in first year university. Assessment & Evaluation in Higher Education, 33(5), 493–505.
Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 1–5.
Mckenney, S., & Reeves, T. (2012). Conducting Educational Design Research. New York, NY: Routledge.
McKenney, S., Nieveen, N., & van den Akker, J. (2006). Design research from a curriculum perspective. Educational design research, 67-90.
Nah, F., Telaprolu, V., Rallapalli, S., & Venkata, P. (2013). Gamification of education using computer games. In International Conference on Human Interface and the Management of Information, pp 99–107. Berlin: Springer.
Northcutt, N., & McCoy, D. (2004). Interactive qualitative analysis: A systems method for qualitative research. Thousand Oaks: SAGE publications.
Reeves, T., Herrington, J., & Oliver, R. (2005). Design Research: A socially responsible approach to instructional technology research in higher education. Journal of Computing in Higher Education, 16(2), 97–116.
Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2013). Psychological perspectives on motivation through gamification. Interaction Design and Architecture(s) Journal, 19, 28–37.
Šćepanović, S., Zaric, N., & Matijevic, T. (2015). Gamification in higher education learning: State of the art, challenges and opportunites. In The Sixth International Conference on e-Learning (eLearning-2015), 24–25 September 2015, Belgrade, Serbia
Seaborn, K., & Fels, D. (2014). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31.
Sillaots, M. (2014). Achieving flow through gamification in the course of computer games. In European Conference on Games Based Learning (p. 538–546). Academic Conferences International.
Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345–353. https://doi.org/10.1016/j.chb.2012.06.007.
Stott, A., & Neustaedter, C. (2013). Analysis of gamification in education. Retrieved from http://carmster.com/clab/uploads/Main/Stott-Gamification.pdf
Werbach, K., & Hunter, D. (2012). For The Win: How Game Thinking Can Revolutionize Your Business. Philadelphia, PA: Wharton Digital Press.
Zepke, N., Leach, L., & Butler, P. (2013). Student engagement: Students’ and teachers’ perceptions. Higher Education Research & Development, 33(2), 386–398.
Zhang, P. (2008). Motivational affordances: Fundamental reasons for ICT design and use. Communications of the ACM, 51, 145–147.