Design and Evaluation of a Gamification-based Information System for Improving Student Attendance

Declining student attendance is a recurring concern in most educational environments, including tertiary education. Depending on the assumed cause of low attendance, different approaches have been proposed as a means of intervention for mitigating the problem. On the other hand, gamification is a relatively new approach that aims to increase engagement of participants in non-game contexts by utilizing techniques developed for and used in computer games. In this paper, we propose a novel approach that aims at intervening by applying gamification techniques for the purpose of increasing the extrinsic motivation for attendance in tertiary-level education settings. The approach is based on a cloud-based platform which features web and mobile clients. The main stakeholders are the lecturers, who can configure the environment, and the students who are the targeted participants. Unlike similar works, this approach aims at improving the student attendance at a wider scale, e.g. at the programme level rather than focusing on individual modules or classes. Additionally, it provides fine customization allowing the lecturers to opt in with custom settings. Finally, the paper describes some early results and paves the road for an extensive evaluation

Gamification in higher education and stem : a systematic review of literature

In recent years, gamification, the use of game elements in non-game contexts, has drawn the attention of educators due to the possibility of making learning more motivating and engaging; this led to an increase of research in the field. Despite the availability of literature reviews about gamification and its effects, no work to this date has focused exclusively on Higher Education (HE). Next, worldwide there is an increasing demand for skilled Science, Technology, Engineering and Mathematics (STEM) professionals that meet the challenges related to scientific and technological innovations of the 21st Century. This lead to the need of strengthening STEM Higher Education. This brings us to the purpose of this work: presenting a systematic literature review of empirical studies about gamification STEM related Higher Education. This review study started from a systematic mapping design of 'Web of Science' articles, with following inclusion criteria: empirical gamification studies set up in HE, published between 2000 and 2016; focusing on undergraduate or graduate students; in the STEM knowledge field, and set up in authentic settings. An initial search resulted in 562 potentially relevant articles. After applying all selection criteria, only 18 studies could be retained. 12 additional articles were included by analyzing references from earlier literature reviews, resulting in 30 studies to be included. Analysis results show how a combination of game elements (e.g. leaderboards, badges, points and other combinations) positively affects students' performance, attendance, goal orientation and attitude towards mostly computer science related subjects. The analysis results also point at a lack of studies in certain STEM areas, a lack of studies that identify the particular game element associated with the positive differential impact on student performance; a lack of validated psychometric measurements, and lack of focus on student variables that could/should be taken into account as mediating/moderating variables clarifying the impact of gamification in the HE focus on STEM learning and teaching

Gamification in a learning resource for the study of Human Computer Interaction

Human Computer Interaction (HCI) is increasing in relevance as it, in part, concerns the design of digital interfaces such as downloadable apps. Despite the importance of the subject area students frequently find the topic boring, dry and overly theoretical. In order to address this apparent lack of student interest, a gamified learning resource for a HCI module in the second year of University was created. A literature review into the HCI educational requirements was conducted and used to inform the design. A further analysis of the literature on dialogic feedback, simulations and gamification features was conducted and key features were matched to the educational requirements. The resultant gamified learning resource, dubbed the “work simulation”, was evaluated first by a two cohort comparison for module lecture attendance and exam attainment. The results of the first phase of the evaluation showed a statistically significant improvement in both attendance and attainment for the cohort experiencing the “work simulation”. A further evaluation was carried out by means of interviews with students, which suggested that dialogic feedback and the game narrative/fiction, in particular, were useful

Designing learning outcomes using game technologies: example of elements and processes of architectural design - I course

Introduction: This article describes the possibilities of forecasting learning outcomes after using gamification methods. The analysis of data collected within the framework of one academic discipline is given. The development of a regulating program using game technologies for the course is proposed.  Materials and Methods: The methodological part is concentrated on identifying the problem areas of the course and selecting gamification elements for specific tasks. Results and Discussion: The expected result after the implementation of the program is described. A hypothetical idea about the prospective use of individual game mechanics for educational purposes is described but requires further practical trial. The relevance of the development of complex motivational programs integrated into the educational process and solving the problem of improving the effectiveness of learning is identified. Conclusions: The use of various ways of involving students, and maintaining the balance between educational and game tasks is described.Introducción: Este artículo describe las posibilidades de pronosticar los resultados de aprendizaje después de utilizar métodos de gamificación. Se da el análisis de los datos recogidos en el marco de una disciplina académica. Se propone el desarrollo de un programa regulador utilizando tecnologías de juego para el curso. Materiales y Métodos: La parte metodológica se concentra en identificar las áreas problemáticas del curso y seleccionar elementos de gamificación para tareas específicas. Resultados y Discusión: Se describe el resultado esperado luego de la implementación del programa. Se describe una idea hipotética sobre el uso prospectivo de mecánicas de juego individuales con fines educativos, pero requiere más pruebas prácticas. Se identifica la relevancia del desarrollo de programas motivacionales complejos integrados al proceso educativo y que resuelvan el problema de mejorar la efectividad del aprendizaje. Conclusiones: Se describe el uso de diversas formas de involucrar a los estudiantes y mantener el equilibrio entre las tareas educativas y de juego

Study of the Training of Environmentalists through Gamification as A University Course

The United Nations Agenda for 2030 lists Sustainable Development Goals which include quality education, which we have pursued in the Undergraduate Final Project of the Environmental Sciences Degree at the University of Granada (Spain). This entailed designing sustainable cities, including the management of natural hazards. We created an innovative didactic model using gamification, in which the student adopted the researcher role using the computer game Cities: Skylines as a simulation tool. Using a design-based method, we conducted a qualitative single-case study in which the professor observed the process and guided the student’s self-learning in a fun way. Under this guidance, the student made decisions alone in order to simulate a sustainable city, and afterwards to analyse the findings. Three variables were considered in order to evaluate the results concerning the quality of the student’s learning: (1) the experiment using the game, (2) motivation, and (3) the skills acquired. In all three, the student earned a high score. Of the 12 skills established as the specific goals of the teaching plan, the student reached a very high level in 10, and a high level in two, implying the overall success of the learning process. The study achieved its main goal, as an innovative didactic methodology was established based on student’s research, using gamification and simulation with a technological tool. Moreover, the case study gave positive results, with the student proving capable of developing scientific and professional competencies at an optimal level

Enhancing student learning experience with technology-mediated gamification: An empirical study

We evaluated the use of gamification to facilitate a student- centered learning environment within an undergraduate Year 2 Personal and Professional Development (PPD) course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material. The implementation of the gamified course lasted two academic terms. The subsequent evaluation from a cohort of 136 students indicated that student performance was significantly higher among those who participated in the gamified system than in those who engaged with the nongamified, traditional delivery, while behavioral engagement in online learning activities was positively related to course performance, after controlling for gender, attendance, and Year 1 PPD performance. Two interesting phenomena appeared when we examined the influence of student background: female students participated significantly more in online learning activities than male students, and students with jobs engaged significantly more in online learning activities than students without jobs. The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students' learning, or for a broader base of professionals who wish to engage a population of potential users, such as managers engaging employees or marketers engaging customers

Enhancing student learning experience with technology-mediated gamification: An empirical study

We evaluated the use of gamification to facilitate a student- centered learning environment within an undergraduate Year 2 Personal and Professional Development (PPD) course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material. The implementation of the gamified course lasted two academic terms. The subsequent evaluation from a cohort of 136 students indicated that student performance was significantly higher among those who participated in the gamified system than in those who engaged with the nongamified, traditional delivery, while behavioral engagement in online learning activities was positively related to course performance, after controlling for gender, attendance, and Year 1 PPD performance. Two interesting phenomena appeared when we examined the influence of student background: female students participated significantly more in online learning activities than male students, and students with jobs engaged significantly more in online learning activities than students without jobs. The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students' learning, or for a broader base of professionals who wish to engage a population of potential users, such as managers engaging employees or marketers engaging customers

Kahoot! as a Tool to Improve Student Academic Performance in Business Management Subjects

The new framework for learning requires the use of new technologies, such as m-learning or game-based learning programs. Gamification using this type of applications has been implemented in higher education contexts, enhancing students’ satisfaction, motivation, and class attendance. The present study refers to the introduction of new technologies and gamification through the use of the application Kahoot!, with the main objective being to analyze the relationship between the use of this gamification tool and the students’ learning results, which are measured by their academic marks. The results show a positive relationship between students’ results on the Kahoot! tests and the student’s final mark. Additionally, we demonstrate that students’ academic results improve when Kahoot! is used as an evaluation tool, taking into account improved student efficiency and a lower amount of failed grades.Proyecto de Innovación docente de la Universidad de Jaén “Una experiencia de gamificación en el aula: Evaluamos con Kahoot! (PID32_201819)

Gamifying the First Programming Class: Outcomes and Antecedents of Continued Engagement Intention

Gamification is applying games in non-game contexts. This study uses card game plays to gamify assessment activity in the first programming class. An experimental study with one-group and post-test are conducted to test the perceived usefulness of the gamifying evaluation method and verify the proposed research model, based on Expectation Confirmation Theory; IT Continuance Model. Students perceive the usefulness of gamifying take-home exams in terms of increasing understanding, problem solving, creativity, and confidence more than the traditional ones. This study provides empirical supports for the relationship between performance and satisfaction and the influence of satisfaction on continued engagement intention of the game plays in classroom settings. The results could be applied to relax students’ anxiety in the programming course\u27s testing

Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)

In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.This research was funded by the Ministry of Education and Vocational Training. Department of Universities. Government of Spain, grant number FPU13/04096