Journals / Journal of Learning and Teaching in Digital Age / 2022 / Cilt: 7 - Sayı: 2

Gamification Design to Increase Motivation in Online Learning Environments: A Systematic Review

Pages
151–159
Publication Date
2022-07-06
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This review provides a general overview about the effect of gamification on motivation and suggestions for future implications such as including badges or points to show competence, using competitive and collaborative elements together, preparing different types of leaderboards, providing students with immediate and automated feedback, giving students challenges suitable for their skills, developing adaptive gamification systems for different learner needs, and eliminating technical problems.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Lack of learner motivation is one of the problems that can be encountered in online learning settings.
📊
Key Findings & Data:In total, 90 articles in SSCI index journals have been systematically analyzed and 10 of them meeting the inclusion criteria were reviewed in detail.
💡
Conclusion & Impact:This review provides a general overview about the effect of gamification on motivation and suggestions for future implications such as including badges or points to show competence, using competitive and collaborative elements together, preparing different types of leaderboards, providing students with immediate and automated feedback, giving students challenges suitable for their skills, developing adaptive gamification systems for different learner needs, and eliminating technical problems.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Game design elements · Gamification · Motivation

Abstract

Lack of learner motivation is one of the problems that can be encountered in online learning settings. Gamification can be offered as a possible solution to the motivational problems in online learning environments. In this regard, this study aims to give a general idea of gamification studies focusing on motivation in online learning and to provide practical suggestions on designing gamification. In order to access relevant studies, Web of Science Core Collection database was reviewed. In total, 90 articles in SSCI index journals have been systematically analyzed and 10 of them meeting the inclusion criteria were reviewed in detail. While one of those studies revealed no significant effect of gamification on motivation, the rest of them showed that gamification is effective in fostering students’ motivation. This review provides a general overview about the effect of gamification on motivation and suggestions for future implications such as including badges or points to show competence, using competitive and collaborative elements together, preparing different types of leaderboards, providing students with immediate and automated feedback, giving students challenges suitable for their skills, developing adaptive gamification systems for different learner needs, and eliminating technical problems.

🔖

Cite This Article

ERTAN, K., KOCADERE, S. A. (2022). Gamification Design to Increase Motivation in Online Learning Environments: A Systematic Review. Journal of Learning and Teaching in Digital Age, Cilt: 7 - Sayı: 2, 151–159. https://ajindex.com/articles/681248

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Aboagye, E., Yawson, J. A., & Appiah, K. N. (2020). COVID-19 and E-Learning: The Challenges of Students in Tertiary Institutions. Social Education Research, 2(1), 1-7. https://doi.org/10.37256/ser.212021422
  2. Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students' perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/JPSP.2020261309
  3. Aldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235-254. https://doi.org/10.1016/j.chb.2017.10.001 Álvaro-Tordesillas, A.; Alonso-Rodríguez, M.; Poza-Casado, I., & Galván-Desvaux, N. (2020). Gamification experience in the subject of Descriptive Geometry for Architecture. Educación XX1, 23(1), 373-408, https://doi.org/10.5944/educXX1.23591
  4. Antonaci, A., Klemke, R., & Specht, M. (2019) The effects of gamification in online learning environments: a systematic literature review. Informatics, 6(3), Article 32. https://doi.org/10.3390/informatics6030032
  5. Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49-76. https://doi.org/10.18326/rgt.v13i1.49-76
  6. Bai, S., Hew, K. F., Sailer, M., & Jia, C. (2021). From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. Computers & Education, 173, Article 104297. https://doi.org/10.1016/j.compedu.2021.104297
  7. Bekele, T. A. (2010). Motivation and Satisfaction in Internet-Supported Learning Environments: A Review. Educational Technology & Society, 13(2), 116–127.
  8. Bicen, H., & Kocakoyun, Ş. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72-93. https://doi.org/10.3991/ijet.v13i02.7467
  9. Bodily, R., Ikahihifo, T. K., Mackley, B., & Graham, C. R. (2018). “The design, development, and implementation of student-facing learning analytics dashboards.” Journal of Computing in Higher Education, 30(3), 572–598. https://doi.org/10.1007/s12528-018-9186-0 Borrás-Gené, O., Martínez-Nuñez, M., & Fidalgo-Blanco, Á. (2016). New Challenges for the motivation and learning in engineering education using gamification in MOOC. International Journal of Engineering Education, 32(1B), 501–512.
  10. Bovermann, K., Weidli