Gamification in Academia : Does Psychological Engagement Boost Performance?

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Gamification in Academia : Does Psychological Engagement Boost Performance?

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Gamification in Academia : Does Psychological Engagement Boost Performance?

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

International Journal of Game-Based Learning

ISSN

2155-6849

e-ISSN

2155-6857

Svazek periodika

12

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

18

Strana od-do

1-18

Kód UT WoS článku

000828689800001

EID výsledku v databázi Scopus

2-s2.0-85150871778