Findings of an Experiment: Knowledge Retention in Gamified and Non-Gamified Workshops

Apathetic and poorly motivated students require educators to redesign their educational measures in order to create inspiring learning environments. One such educational measure is gamification, a new tool for active learning to improve students’ motivation, with the ultimate goal of increasing knowledge retention. In this paper we investigate the effects of gamification on short- and long-term knowledge gains. Moreover, the moderating effects of gender and school type are scrutinized. We conducted a longitudinal study with 384 students using three assessments at different times and compared the results from gamified and non-gamified workshops. Our findings indicate that gamification is an effective tool to increase students’ knowledge retention in the short term, but not necessarily in the long term. There was no significant effect of gender, but we found some preliminary evidence that school type might have a moderating effect on knowledge retention

A Comparison of Registered Nurses’ Motivation and Knowledge Levels Between Gamified And Traditional Courses

Registered nurses (RNs) working in today’s healthcare environment must consistently learn new knowledge and skills, keep abreast of practice changes, and implement strategies to improve patient outcomes. However, healthcare organizations face significant challenges as they attempt to facilitate efficient training. Nursing professional development practitioners miss opportunities to leverage learner motivation, which drives investment, knowledge retention, and practice application. Gamification, which strategically embeds game elements and mechanics into an educational design to boost motivation, offers a potential solution. It aims to increase learner engagement by presenting learners with challenges, tracking their progress, and offering feedback, ultimately leading to knowledge retention and application. The purpose of this quantitative study was to examine whether gamification leads to increases in motivation to learn and knowledge levels for RNs. Specifically, the study focused on RNs who did not have previous cardiac monitoring experience. The study used flow theory and self-determination theory to optimally incorporate gamification. A quasi-experimental posttest-only design with a comparison group allowed for comparisons among RNs who completed a traditional ECG course with those who completed a gamified ECG course. The comparison group contained 66 eligible participants who completed the survey and the experimental group contained 64 participants. Post-course surveys were electronically distributed to registered nurses who completed either the traditional or the gamified version of the ECG course. Research instruments included a demographic survey, the Flow Perceptions Questionnaire (a self-reporting motivational survey), and an ECG knowledge test. Additionally, RNs who completed the gamified version were administered a short survey measuring the motivational effects of included game elements and mechanics. Two hierarchical multiple regressions were conducted to identify differences between the comparison and experimental groups when controlling for age and current patient care environment. The first indicated the addition of the variable class type to the prediction of ECG test scores was statistically significant (ΔR2 = .116, p \u3c.001). Therefore, the experimental group scored statistically significantly higher than the comparison group. The second hierarchical multiple regression suggested the addition of the variable class type to the prediction of Flow Perceptions Questionnaire scores was not statistically significant (ΔR2 = .006, p = .397). Thus, no significant differences were discovered between the two groups specific to learner motivation. In fact, the comparison group reported higher motivation levels than the experimental group. The proposed theoretical framework effectively guided the ECG course’s gamification design; however, since anticipated learner motivation scores were not achieved, minor adjustments might be warranted. Game mechanics and game elements, specifically selected for the gamified ECG course based on learner personas, were mostly rated as promoting higher motivation levels. Future research must be conducted to improve sample diversity, control, and motivation measurement, in addition to exploring qualitative data, longitudinal outcomes, and gamification’s various technological sophistication levels

Virtual learning environment for interactive engagement with advanced quantum mechanics

A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats can not. We present our virtual learning environment \emph{StudentResearcher} which incorporates simulations, multiple-choice quizzes, video lectures and gamification into a learning path for quantum mechanics at the advanced university level. \emph{StudentResearcher} is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.Comment: 8 pages, 6 figure

Architecture of Engagement: Autonomy-Supportive Leadership for Instructional Improvement

This multiple paper dissertation addresses the importance of improving student success in online higher education programs by providing support for instructors. The autonomy-supportive structures to improve instructional practice are explained through three main domains, including instructional development, instructional design, and instructional practice. The first paper addresses instructional leadership with the theoretical foundations and practical considerations necessary for instructional leaders. Recommendations are made to use microcredentials or digital badges to scaffold programming using self-determination theory. The second paper addresses the importance of instructional design in improving instructional practice including the intentionality involved in implementing a gamification strategy to improve online student motivation. The third paper addresses instructional practice with a mixed-method sequential explanatory case study. Using the community of inquiry framework, this paper explains intentional course design, course facilitation, and student perceptions of the digital powerups strategy. The conclusion considers implications for practice and the need for instructional leaders to scaffold an architecture of engagement to support instructors and improve student success

Research Commentary: Setting a Definition, Context, and Theory-Based Research Agenda for the Gamification of Non-Gaming Applications

As a nascent area of study, gamification has attracted the interest of researchers in several fields, but such researchers have scarcely focused on creating a theoretical foundation for gamification research. Gamification involves using game-like features in non-game contexts to motivate users and improve performance outcomes. As a boundary-spanning subject by nature, gamification has drawn the interest of scholars from diverse communities, such as information systems, education, marketing, computer science, and business administration. To establish a theoretical foundation, we need to clearly define and explain gamification in comparison with similar concepts and areas of research. Likewise, we need to define the scope of the domain and develop a research agenda that explicitly considers theory’s important role. In this review paper, we set forth the pre-theoretical structures necessary for theory building in this area. Accordingly, we engaged an interdisciplinary group of discussants to evaluate and select the most relevant theories for gamification. Moreover, we developed exemplary research questions to help create a research agenda for gamification. We conclude that using a multi-theoretical perspective in creating a research agenda should help and encourage IS researchers to take a lead role in this promising and emerging area

Employer Branding: Gamification as a Talent Retention Strategy for the Portuguese Digital Workforce

Dissertation presented as the partial requirement for obtaining a Master's degree in Data Driven Marketing, specialization in Marketing IntelligenceWorldwide corporations are grappling with the challenge of managing the expectations of the digital workforce, composed of Millennials and Gen Z employees, questioning how to attract, engage, motivate, and retain these talents, using digital strategies that may fulfil their technological demands. A possible strategy that has gained popularity in the last years is the gamification of employer branding experiences where companies can stand out from competitors and market themselves as a great place to work. In Portugal, this is still a subject to be explored, therefore, this paper’s primary objective is to clarify employer branding gamification (EBG) as a way of engaging and motivating the Portuguese digital workforce and understand if this may be a suitable approach for their retention. A survey with two evenly distributed and randomized blocks, one with a gamified EB scenario and another with a traditional EB scenario, was administered to 100 individuals. The results show significantly higher engagement, motivation, and retention values in the group that saw the gamified EB experience, as opposed to those who saw the traditional one, indicating that gamifying employer branding experiences has a positive effect on employee motivation, engagement, and retention in the digital workforce in Portugal

Training air traffic controllers through digital mobile applications versus traditional methods

Safety-critical industries, such as air traffic control, are highly regulated, with rigorous processes and procedures to ensure that safety remains of paramount importance despite the business environment. Training personnel in safety-critical industries is therefore typically a lengthy and expensive process. Gamification and the emphasis on fun, entertainment, progression and retention of concepts has been shown to deliver strong engagement amongst learners but remains at odds with training for safety-critical industries. This paper explores the impact of gamified digital applications versus more traditional training methods for the training of air traffic controllers (ATCs) and other roles relating to air traffic services. We explore the impact of the user experience on engagement and learning retention through the testing of two digital mobile applications, Location Indicators (LI) and The Aircraft Control Positions Operator (ACPO) Starter Pack. These prototypes examine how air traffic control training could be improved by digital applications. In an industry where the rate at which trainees can be trained is projected to fall short of the demand for staff to work in the air traffic industry (BBC, 2018) this project examines potential opportunities for changing established training methods. Each application presented key learning areas for trainees in the air traffic control industry and offers an alternative to the equivalent training currently used. The prototypes were designed to provide a succinct user experience that sat alongside gamified elements to improve engagement. These were then evaluated to determine whether they were effective in potential trainee learning

Systematic Review of Gamification Research in IS Education: A Multi-method Approach

Gamification refers to the use of game mechanics and game dynamics in non-gaming environments and contexts. Gamification is increasingly gaining attention among system designers across various industries especially in education due to the benefits associated with its implementation. The adoption of gamification in information systems (IS) education is promising for engaging and motivating students to complete their degree programs. Call for research in this area is particularly on the increase in the IS field. Accordingly, we need to organize the aggregation of research in this area and use common terminologies to promote progressive research practice in the field. In this paper, we use a multi-method approach to systematically review existing research on gamification in IS education to identify common terminologies, identify trends in topics studied, highlight understudied areas, and, thus, present opportunities for future research. The multi-method approach combines classical systematic review method and social network analysis to provide additional insight into the knowledge structure of researchers involved in the gamification of IS education. This review also highlights possible interventions that can improve student retention in IS education through the design of effective gamified courses

Game-Based Learning in Elementary Mathematics

This paper analyzed 15 primary, peer-reviewed research articles about how to integrate game-based learning in elementary mathematics to increase conceptual understanding. The purpose of this paper was to inform teachers about how to integrate digital and traditional games, including factors to enhance effective implementation, in a way that increased conceptual understanding. Key factors were gleaned from the articles that had a significant impact on the effectiveness of game-based learning. In Chapter Two, traditional and digital games were divided into two sections to analyze the benefits and drawbacks of each method. These benefits and drawbacks were compared in the Appendices to create universal factors of both traditional and digital game-based learning. These factors included educational context, key characteristics, and the teacher’s role. Research had multiple gaps within the literature that could be filled to enhance the credibility and further validate game-based learning as a viable supplemental tool to instruction in elementary mathematics

Teaching Strategies Utilized by Mathematics Teachers in the 21st-Century

Due to the increasing demands of the twenty-first century work environment, education system must reflect those skills essential for success. Through the development of the 21st-century standards for teachers and students, the Philippines education system has begun the reform process to initiate change towards addressing these new skills. It is through the introduction of various strategies and innovative materials in the teaching-learning process aligned with the development of the 21st-century skills. This study dealt with the teaching strategies utilized by mathematics teachers in the 21st-century in the Schools Division of Urdaneta City during the S.Y. 2019-2020. A total of one hundred two (102) secondary mathematics teachers of the SDO Urdaneta City served as the respondents. Data were obtained using a researcher-designed questionnaire checklist which was validated by experts in the field. Results showed that the least utilized 21st-century teaching strategy by the mathematics teachers is multimedia-based. Thus, a gamified PowerPoint presentation to support the application of multimedia-based strategy was developed. Interestingly, this study found significant differences in the extent of utilization of the teaching strategies by mathematics teachers across sex and type of school. Moreover, findings revealed that significant relationships exist between the extent of utilization of the teaching strategies by mathematics teachers and the profile variables age, sex, relevant training at the national level, and type of school. It was recommended that Mathematics teachers should be encouraged to utilize the gamified PowerPoint template to supplement the teaching-learning process in Mathematics