Gamification tailored for novelty effect in distance learning during COVID-19

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F23%3A00130659" target="_blank" >RIV/00216224:14230/23:00130659 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.frontiersin.org/articles/10.3389/feduc.2023.1051227/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/feduc.2023.1051227/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/feduc.2023.1051227" target="_blank" >10.3389/feduc.2023.1051227</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Gamification tailored for novelty effect in distance learning during COVID-19

Popis výsledku v původním jazyce

The pandemic led to an increase of online teaching tools use. One such tool, which might have helped students to stay engaged despite the distance, is gamification. However, gamification is often criticized due to a novelty effect. Yet, others state novelty is a natural part of gamification. Therefore, we investigated whether gamification novelty effect brings incremental value in comparison to other novelties in a course. We created achievement- and socialization-based gamification connected to coursework and practice test. We then measured students’ behavioral engagement and performance in a quasi-experiment. On the one hand, results show ICT students engaged and performed moderately better in a gamified condition than in control over time. On the other hand, BA course results show no difference between gamified and practice test condition and their novelty effect. We conclude an external gamification system yields better results than a classical design but does not exceed practice tests effect.

Název v anglickém jazyce

Gamification tailored for novelty effect in distance learning during COVID-19

Popis výsledku anglicky

The pandemic led to an increase of online teaching tools use. One such tool, which might have helped students to stay engaged despite the distance, is gamification. However, gamification is often criticized due to a novelty effect. Yet, others state novelty is a natural part of gamification. Therefore, we investigated whether gamification novelty effect brings incremental value in comparison to other novelties in a course. We created achievement- and socialization-based gamification connected to coursework and practice test. We then measured students’ behavioral engagement and performance in a quasi-experiment. On the one hand, results show ICT students engaged and performed moderately better in a gamified condition than in control over time. On the other hand, BA course results show no difference between gamified and practice test condition and their novelty effect. We conclude an external gamification system yields better results than a classical design but does not exceed practice tests effect.

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

2023

Kód důvěrnosti údajů

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

Název periodika

Frontiers in Education

ISSN

2504-284X

e-ISSN

—

Svazek periodika

8

Číslo periodika v rámci svazku

February

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

11

Strana od-do

1-11

Kód UT WoS článku

000943596400001

EID výsledku v databázi Scopus

2-s2.0-85149622549