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

Kód výsledku v 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>

Nalezeny alternativní kódy

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

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název periodika

Journal of Educational Computing Research

ISSN

0735-6331

e-ISSN

—

Svazek periodika

57

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

39

Strana od-do

1575-1613

Kód UT WoS článku

000482049500010

EID výsledku v databázi Scopus

2-s2.0-85059073631