Students' Preference for the Use of Gamification in Virtual Learning Environments

Autor/inn/en	Acosta-Medina, Julieth Katherin; Torres-Barreto, Martha Liliana; Cárdenas-Parga, Andrés Felipe
Titel	Students' Preference for the Use of Gamification in Virtual Learning Environments
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 4, S.145-158 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Acosta-Medina, Julieth Katherin) ORCID (Torres-Barreto, Martha Liliana) ORCID (Cárdenas-Parga, Andrés Felipe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Student Motivation; Preferences; College Students; Game Based Learning; Video Games; Educational Games; Citizenship Education; Virtual Classrooms; Electronic Learning; Value Judgment; Knowledge Level; Learner Engagement; Usability; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Schulische Motivation; Collegestudent; Video game; Videospiel; Videospiele; Educational game; Lernspiel; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Werturteil; Wissensbasis; Ausland; Kolumbien
Abstract	Virtual education faces tremendous challenges such as lack of motivation and high dropout rates. However, one solution to this problem is the incorporation of digital pedagogical strategies based on gamification, which promote interest, facilitate the learning process, and contribute to reducing dropout. In this sense, we evaluated the student's preference for using the gamified tool "Didactic City," by using a quantitative methodology and structural equation models. This preference included fundamental factors such as utility, knowledge, engagement, enjoyment, motivation, and ease of use. The results are expected to contribute to create a more informed decision-making process not only for video game designers but also for pedagogues, and educational managers who could perform game improvements, redesigns, inclusion, or exclusion of individual elements that would make students prefer to use gamification tools in the future. The results indicate that the students' utility, the enjoyment generated by the tool, and the improvement of knowledge are the critical factors in terms of preference for using gamified tools in virtual learning environments. Implications for policy and practice: (1) In virtual learning environments, higher education institutions and instructors can include gamified tools to create pleasant environments that increase students' motivation and facilitate learning; (2) Designers and developers of gamified educational tools should measure their acceptance, as this factor is decisive for fulfilling the purposes of these pedagogical tools; (3) Researchers could evidence more factors that influence the preference for the use of gamified educational tools. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01