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Gamification in Academia : Does Psychological Engagement Boost Performance?

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F22%3A00126224" target="_blank" >RIV/00216224:14230/22:00126224 - isvavai.cz</a>

  • Result on the web

    <a href="https://www.igi-global.com/gateway/article/304433" target="_blank" >https://www.igi-global.com/gateway/article/304433</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.4018/IJGBL.304433" target="_blank" >10.4018/IJGBL.304433</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

    Gamification in Academia : Does Psychological Engagement Boost Performance?

  • Original language description

    Gamification is increasingly applied in contexts where personal performance is of importance. However, the psychological nature of their relation has not been thoroughly examined. The authors investigated how achievement-based gamification impacts attitudinal engagement and performance across 6 university courses. The authors created challenges and badges connected to coursework and measured students’ engagement and performance while gamifying the course in 1 year of the 2-year quasi-experiment. In the other year, the authors examined engagement, performance, and would-be-attained achievements were the course gamified. Results show students performed moderately better in gamified condition. Moreover, badges had a guiding effect on students as badge-awarding actions were carried out more in gamified courses. Importantly, the authors found a small mediation effect of engagement in gamification-performance relation. The authors thus conclude badges may be a useful method when gamifying academic performance and that work attitudes are a useful framework to further examine the relation.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database

  • CEP classification

  • OECD FORD branch

    50101 - Psychology (including human - machine relations)

Result continuities

  • Project

  • Continuities

    S - Specificky vyzkum na vysokych skolach

Others

  • Publication year

    2022

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Name of the periodical

    International Journal of Game-Based Learning

  • ISSN

    2155-6849

  • e-ISSN

    2155-6857

  • Volume of the periodical

    12

  • Issue of the periodical within the volume

    1

  • Country of publishing house

    US - UNITED STATES

  • Number of pages

    18

  • Pages from-to

    1-18

  • UT code for WoS article

    000828689800001

  • EID of the result in the Scopus database

    2-s2.0-85150871778