Gamifying a Simulation: Do a Game Goal, Choice, Points, and Praise Enhance Learning?

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F19%3A00494630" target="_blank" >RIV/68081740:_____/19:00494630 - isvavai.cz</a>

Alternative codes found

RIV/00216208:11320/19:10401846 RIV/00216208:11210/19:10401846

Result on the web

<a href="https://journals.sagepub.com/doi/10.1177/0735633118797330" target="_blank" >https://journals.sagepub.com/doi/10.1177/0735633118797330</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1177/0735633118797330" target="_blank" >10.1177/0735633118797330</a>

Result language

angličtina

Original language name

Gamifying a Simulation: Do a Game Goal, Choice, Points, and Praise Enhance Learning?

Original language description

Despite the increased interest in gamification approaches, there is a lack of comparative studies that shed light on the applicability of these approaches in educational contexts. In this explorative study, with an experimental design, university learners (N = 98) studied a complex process (i.e., how to brew beer) in a 2-hour-long computerized simulation. In the experimental condition, the simulation featured the following game design elements: game goals, increased freedom of choice, points, virtual currency, and praise (i.e., a gamified simulation). These elements were absent in the simulation versions used in the two control conditions. No differences in learning outcomes and intrinsic motivation variables between the gamified simulation and its nongamified versions were observed. The gamified simulation was perceived to be significantly easier than the nongamified versions (η2p = 0.10, d = 0.74, 0.42). Of the game elements used in this study, the participants perceived most positively a clear, game-like goal. The findings are consistent with self-determination theory, cognitive-affective theory of learning from media, and cognitive load theory. The findings also support the emerging notion that caution should be applied when using gamification approaches in educational contexts.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

Result was created during the realization of more than one project. More information in the Projects tab.

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2019

Confidentiality

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

Name of the periodical

Journal of Educational Computing Research

ISSN

0735-6331

e-ISSN

—

Volume of the periodical

57

Issue of the periodical within the volume

6

Country of publishing house

US - UNITED STATES

Number of pages

39

Pages from-to

1575-1613

UT code for WoS article

000482049500010

EID of the result in the Scopus database

2-s2.0-85059073631