Can Gamification Influence the Academic Performance of Students?
Abstract
:1. Introduction
1.1. Gamification as an Active Methodology
1.2. The Creation of Gamified Learning Environments (GLEs)
1.3. The Creation of Gamified and Multimodal Learning Environments in Higher Education
2. Materials and Methods
2.1. Specific Research Questions
2.2. Study Design and Participants
2.3. Process
2.3.1. Narrative
2.3.2. Rules and Dynamics of the Gamification and Point System
Health Points (HP)
Experience Points (EP)
Damage Points (DP)
2.3.3. Subject Assessment
2.4. Data Collection Instrument
2.5. Ethical Aspects
2.6. Data Analysis and Statistical Treatment
3. Results
3.1. Descriptive Analysis, Normality and Reliability Analysis
3.2. Analysis of the Variables after the Implementation of the Gamified Learning Environment
4. Discussion
4.1. Diversity of Protocols in Educational Research Linked to Gamification
4.2. Gamification, Motivation and Academic Performance
4.3. Gender and Participation in Gamification
4.4. Use of Digital Tools and Gamification
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- ONU. Resolución A/RES/70/1 Transformar Nuestro Mundo: La Agenda 2030 Para el Desarrollo Sostenible; ONU: New York, NY, USA, 2015. [Google Scholar]
- Robledo, P.; Fidalgo, R.; Arias, O.; Lourdes Álvarez, M. Students’ perceptions of developing of competences through different innovative methodologies. Rev. Investig. Educ. 2015, 33, 369–383. [Google Scholar] [CrossRef]
- Ruiz Martín, H. ¿Cómo Aprendemos? Graó: Barcelona, Spain, 2020. [Google Scholar]
- Cardozo, L.T.; Azevedo, M.A.R.D.; Costa, R.; de Lima, P.O.; Marcondes, F.K. Effect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university students. Adv. Physiol. Educ. 2020, 44, 744–751. [Google Scholar] [CrossRef] [PubMed]
- Romero-García, C.; Buzón-García, O.; de Paz-Lugo, P. Improving future teachers’ digital competence using active methodologies. Sustainability 2020, 12, 7798. [Google Scholar] [CrossRef]
- Romero-Garcia, C.; Sacristan San Cristobal, M.; Buzón-García, O.; Navarro Asencio, E. Evaluation of a program for the improvement of learning and digital competence in future teachers utilizing active methodologies. Estud. Sobre Educ. 2020, 39, 179–205. [Google Scholar] [CrossRef]
- Vergara, D.; Paredes-Velasco, M.; Chivite, C.; Fernandez-Arias, P. The challenge of increasing the effectiveness of learning by using active methodologies. Sustainability 2020, 12, 8702. [Google Scholar] [CrossRef]
- Aini, Q.; Hariguna, T.; Putra, P.O.H.; Rahardja, U. Understanding how gamification influences behaviour in education. Int. J. Adv. Trends Comput. Sci. Eng. 2019, 8, 269–274. [Google Scholar] [CrossRef]
- Chacón, J.P.; Suelves, D.M.; Isabel Vidal Esteve, M.A. Bibliometrics applied to gamification as a digital learning strategy. Rev. Educ. A Distancia 2019, 60, 19. [Google Scholar] [CrossRef] [Green Version]
- Arufe Giráldez, V.; Navarro-Patón, R. Creación de un entorno de aprendizaje gamificado inspirado en la casa de papel. In Metodologías Activas en la Práctica de la Educación Física; Morente Oria, H., González Fernández, F.T., Sánchez Fernández, A.S., Eds.; Ediciones Morata: Madrid, Spain, 2020; pp. 65–83. [Google Scholar]
- Prieto Andreu, J.M. A systematic review about gamification, motivation and learning in high school. Teoría Educ. 2020, 32, 73–99. [Google Scholar] [CrossRef] [Green Version]
- Treiblmaier, H.; Putz, L. Gamification as a moderator for the impact of intrinsic motivation: Findings from a multigroup field experiment. Learn. Motiv. 2020, 71, 101655. [Google Scholar] [CrossRef]
- Hong, J.; Hwang, M.; Liu, Y.; Tai, K. Effects of gamifying questions on english grammar learning mediated by epistemic curiosity and language anxiety. Comput. Assist. Lang. Learn. 2021, 1–25. [Google Scholar] [CrossRef]
- Hamari, J.; Koivisto, J.; Sarsa, H. Does gamification work?—A literature review of empirical studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences (Hicss), Waikoloa, HI, USA, 6–9 January 2014; pp. 3025–3034. [Google Scholar] [CrossRef]
- Domínguez, A.; Saenz-de-Navarrete, J.; de-Marcos, L.; Fernández-Sanz, L.; Pages, C.; Martínez-Herráiz, J. Gamifying learning experiences: Practical implications and outcomes. Comput. Educ. 2013, 63, 380–392. [Google Scholar] [CrossRef]
- Van Roy, R.; Zaman, B. Unravelling the ambivalent motivational power of gamification: A basic psychological needs perspective. Int. J. Hum. Comput. Stud. 2019, 127, 38–50. [Google Scholar] [CrossRef]
- Mullins, J.K.; Sabherwal, R. Gamification: A cognitive-emotional view. J. Bus. Res. 2020, 106, 304–314. [Google Scholar] [CrossRef]
- Blohm, I.; Leimeister, J.M. Gamification design of IT-based enhancing services for motivational support and behavioral change. Bus. Inf. Syst. Eng. 2013, 5, 275–278. [Google Scholar] [CrossRef]
- Gatautis, R.; Vitkauskaite, E.; Gadeikiene, A.; Piligrimiene, Z. Gamification as a mean of driving online consumer behaviour: SOR model perspective. Inz. Ekon. Eng. Econ. 2016, 27, 90–97. [Google Scholar] [CrossRef] [Green Version]
- Toda, A.M.; Palomino, P.T.; Oliveira, W.; Rodrigues, L.; Klock, A.C.T.; Gasparini, I.; Isotani, S. How to gamify learning systems? An experience report using the design sprint method and a taxonomy for gamification elements in education. Educ. Technol. Soc. 2019, 22, 47–60. [Google Scholar]
- Van Roy, R.; Zaman, B. Why gamification fails in education and how to make it successful: Introducing nine gamification heuristics based on self-determination theory. In Serious Games and Edutainment Applications; Springer: Berlin/Heidelberg, Germany, 2017; Volume II, pp. 485–509. [Google Scholar] [CrossRef]
- Haruna, H.; Zainuddin, Z.; Okoye, K.; Mellecker, R.R.; Hu, X.; Chu, S.K.W.; Hosseini, S. Improving instruction and sexual health literacy with serious games and gamification interventions: An outlook to students’ learning outcomes and gender differences. Interact. Learn. Environ. 2021, 1–19. [Google Scholar] [CrossRef]
- Saleem, A.N.; Noori, N.M.; Ozdamli, F. Gamification applications in E-learning: A literature review. Technol. Knowl. Learn. 2021, 27, 139–159. [Google Scholar] [CrossRef]
- Amo, L.; Liao, R.; Kishore, R.; Rao, H.R. Effects of structural and trait competitiveness stimulated by points and leaderboards on user engagement and performance growth: A natural experiment with gamification in an informal learning environment. Eur. J. Inf. Syst. 2020, 29, 704–730. [Google Scholar] [CrossRef]
- Bartle, R.A. MMOs from the Inside Out: The History, Design, Fun, and Art of Massively-Multiplayer Online Role-Playing Games; Apress: New York, NY, USA, 2015; pp. 1–735. [Google Scholar] [CrossRef]
- Zaric, N.; Lukarov, V.; Schroeder, U. A fundamental study for gamification design: Exploring learning tendencies’ effects. Int. J. Serious Games 2020, 7, 3–25. [Google Scholar] [CrossRef]
- Doumanis, I.; Economou, D.; Sim, G.R.; Porter, S. The impact of multimodal collaborative virtual environments on learning: A gamified online debate. Comput. Educ. 2019, 130, 121–138. [Google Scholar] [CrossRef]
- Cotta Orlandi, T.R.; Gottschalg Duque, C.; Mori Mori, A.; de Andrade Lima Orlandi, M.T. Gamificação: Uma nova abordagem multimodal para a educação. Biblios 2018, 70, 17–30. [Google Scholar] [CrossRef] [Green Version]
- Aguilera Maldonado, J.G. Carácter Multimodal y Multidisciplinar e Las Redes Sociales. Uso de Las Nuevas Tecnologías y Dinámicas de Grupo en el Aula de Inglés Para Ciencias de la Salud en la Universidad: Efectos Sobre la Incorporación al Mercado Laboral en la Comunidad Valenciana. Ph.D. Thesis, Universitat Jaume, Castellón de la Plana, Spain, 2014. [Google Scholar] [CrossRef]
- Canazza, S.; Foresti, G.L. A multimodal learning system for individuals with sensorial, neuropsychological, and relational impairments. J. Sens. 2013, 2013, 564864. [Google Scholar] [CrossRef]
- Hernández-Ramos, P. How does educational technology benefit humanity? Five years of evidence. J. Educ. Technol. Soc. 2006, 9, 205–214. [Google Scholar]
- Jeng, Y.; Wu, T.; Huang, Y.; Tan, Q.; Yang, S.J.H. The add-on impact of mobile applications in learning strategies: A review study. Educ. Technol. Soc. 2010, 13, 3–11. [Google Scholar]
- Moreno, R.; Mayer, R. Interactive multimodal learning environments: Special issue on interactive learning environments: Contemporary issues and trends. Educ. Psychol. Rev. 2007, 19, 309–326. [Google Scholar] [CrossRef]
- Palomino, P.; del Carmen, M. Implications of gamification in Higher Education: A systematic review of student perception. RIE—Rev. Investig. Educ. 2021, 39, 169–188. [Google Scholar] [CrossRef]
- Ato, M.; López, J.J.; Benavente, A. A classification system for research designs in psychology. An. Psicol. 2013, 29, 1038–1059. [Google Scholar] [CrossRef] [Green Version]
- Fernández-García, P.; Vallejo-Seco, G.; Livacic-Rojas, P.E.; Tuero-Herrero, E. Structured validity for a quasi-experimental research of quality. They are fulfilled 50 years of the presentation in company of the quasi-experimental designs. An. Psicol. 2014, 30, 756–771. [Google Scholar]
- Diario El País (2018-04-17). ‘La Casa de Papel’, la Serie de Habla no Inglesa Más Vista en la Historia de Netflix. El País. Available online: https://elpais.com/cultura/2018/04/17/television/1523960653_401235.html (accessed on 30 March 2020).
- American Psychological Association. Publication Manual of the American Psychological Association, 7th ed.; American Psychological Association: Washington, DC, USA, 2020. [Google Scholar] [CrossRef]
- Sañudo, L.E. La ética en la investigación educativa. Hallazgos 2006, 3, 83–98. [Google Scholar] [CrossRef]
- Dicheva, D.; Dichev, C.; Agre, G.; Angelova, G. Gamification in education: A systematic mapping study. Educ. Technol. Soc. 2015, 18, 75–88. [Google Scholar]
- Sailer, M.; Hense, J.U.; Mayr, S.K.; Mandl, H. How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Comput. Hum. Behav. 2017, 69, 371–380. [Google Scholar] [CrossRef]
- Hamari, J. Do badges increase user activity? A field experiment on the effects of gamification. Comput. Hum. Behav. 2017, 71, 469–478. [Google Scholar] [CrossRef]
- Papazoglou, K.; Janikian, M.; Paizi, D. Gamification of learning and student engagement. In Proceedings of the 11th International Conference of Education, Research and Innovation, Seville, Spain, 12–14 November 2018; pp. 2522–2530. [Google Scholar] [CrossRef]
- Sailer, M.; Homner, L. The gamification of learning: A meta-analysis. Educ. Psychol. Rev. 2020, 32, 77–112. [Google Scholar] [CrossRef] [Green Version]
- Ortiz-Rojas, M.; Chiluiza, K.; Valcke, M. Gamification in computer programming: Effects on learning, engagement, self-efficacy and intrinsic motivation. In Proceedings of the 11th European Conference on Games Based Learning (Ecgbl 2017), Graz, Austria, 5–6 October 2017; pp. 507–514. [Google Scholar]
- Su, C.; Cheng, C. A mobile gamification learning system for improving the learning motivation and achievements. J. Comput. Assist. Learn. 2015, 31, 268–286. [Google Scholar] [CrossRef]
- Gentry, S.V.; Gauthier, A.; Ehrstrom, B.L.; Wortley, D.; Lilienthal, A.; Car, L.T.; Car, J. Serious gaming and gamification education in health professions: Systematic review. J. Med. Internet Res. 2019, 21, e12994. [Google Scholar] [CrossRef] [Green Version]
- Zahedi, L.; Batten, J.; Ross, M.; Potvin, G.; Damas, S.; Clarke, P.; Davis, D. Gamification in education: A mixed-methods study of gender on computer science students’ academic performance and identity development. J. Comput. High. Educ. 2021, 33, 441–474. [Google Scholar] [CrossRef]
- Tondello, G.F.; Wehbe, R.R.; Diamond, L.; Busch, M.; Marczewski, A.; Nacke, L.E. The gamification user types Hexad scale. In Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play—CHI PLAY ’16, ACM, Austin, TX, USA, 16–19 October 2016; pp. 229–243. [Google Scholar] [CrossRef] [Green Version]
- Tondello, G.F.; Mora, A.; Marczewski, A.; Nacke, L.E. Empirical validation of the Gamification User Types Hexad scale in English and Spanis. Int. J. Hum. Comput. Stud. 2019, 127, 95–111. [Google Scholar] [CrossRef]
- Santos, A.; Oliveira, W.; Altmeyer, M.; Hamari, J.; Isotani, S. Psychometric investigation of the gamification Hexad user types scale in Brazilian Portuguese. Sci. Rep. 2022, 22, 12. [Google Scholar] [CrossRef]
- Kaur, N.; Geetha, G. Play and learn DS: Interactive and gameful learning of data structure. Int. J. Technol. Enhanc. Learn. 2015, 7, 44–56. [Google Scholar] [CrossRef]
- Hanus, M.D.; Fox, J. Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Comput. Educ. 2015, 80, 152–161. [Google Scholar] [CrossRef]
- Filippou, J.; Cheong, C.; Cheong, F. A model to investigate preference for use of gamification in a learning activity. Australas. J. Inf. Syst. 2018, 22. [Google Scholar] [CrossRef]
- Reyes-Cabrera, W. Gamification and collaborative online learning: An analysis of strategies in a Mexican university. ALTERIDAD Rev. Educ. 2022, 17, 24–35. [Google Scholar] [CrossRef]
Action | Health Points (HP) |
---|---|
Share an article related to the subject on Social Media | 1 HP |
Share a thought-provoking sentence on Social Media | 5 HP |
Attend class | 5 HP |
Good behaviour and attitude in class | 5 HP |
Attend tutorial sessions to learn more about topics covered in class | 5 HP |
Read a scientific article related to the subject and provide an analysis | 20 HP |
Read a chapter of a book related to the subject | 20 HP |
Read a whole book related to the subject | 200 HP |
Win a battle | 300 HP |
Other agreed upon actions | X HP |
Action | Experience Points (EP) |
---|---|
Complete a secret mission | 10 EP |
Interview teachers who have been awarded for their teaching | 20 EP |
Informal coffee or drink with an educational expert | 20 EP |
Volunteer in the educational sphere | 25 EP |
Attend a course or congress that lasts less than 9 h | 25 EP |
Attend a course or congress that lasts more than 10 h | 150 EP |
Other agreed upon actions | X EP |
Action | Damage Points (DP) |
---|---|
Inappropriate language | 20 DP |
Arrive late to class | 20 DP |
Inappropriate behaviour | 50 DP |
Lose a battle | 500 DP |
Other agreed upon actions | X DP |
Variables | Control Group | Intervention Group with Participation in Gamification (IGwithPG) | Intervention Group without Participation in Gamification (IGwithoutPG) | |||
---|---|---|---|---|---|---|
A | SE | A | SE | A | SE | |
Final grade for subject (FGS) | 7.77 | 0.084 | 8.37 | 0.07 | 7.58 | 0.19 |
Health points (HP) | 43.68 | 2.31 | 491.79 | 155.44 | 40.77 | 0.98 |
Experience points (EP) | 16.80 | 6.58 | 684.10 | 224.08 | 0.00 | 0.00 |
Total Points (TP) | 60.48 | 6.94 | 1175.89 | 332.78 | 40.70 | 0.98 |
Level Reached (LR) | 1.35 | 0.13 | 23.53 | 6.66 | 1.00 | 0.00 |
Points | Control Group | Intervention Group | ||
---|---|---|---|---|
Minimum | Maximum | Minimum | Maximum | |
Health Points | 0 | 250 | 30 | 5063 |
Experience Points | 0 | 450 | 0 | 5185 |
Total Points | 10 | 495 | 30 | 6283 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Arufe Giráldez, V.; Sanmiguel-Rodríguez, A.; Ramos Álvarez, O.; Navarro-Patón, R. Can Gamification Influence the Academic Performance of Students? Sustainability 2022, 14, 5115. https://doi.org/10.3390/su14095115
Arufe Giráldez V, Sanmiguel-Rodríguez A, Ramos Álvarez O, Navarro-Patón R. Can Gamification Influence the Academic Performance of Students? Sustainability. 2022; 14(9):5115. https://doi.org/10.3390/su14095115
Chicago/Turabian StyleArufe Giráldez, Víctor, Alberto Sanmiguel-Rodríguez, Oliver Ramos Álvarez, and Rubén Navarro-Patón. 2022. "Can Gamification Influence the Academic Performance of Students?" Sustainability 14, no. 9: 5115. https://doi.org/10.3390/su14095115