Using Gamification to Design Courses: Lessons Learned in a Three-Year Design-Based Study

Autor/inn/en	Huang, Biyun; Hew, Khe Foon
Titel	Using Gamification to Design Courses: Lessons Learned in a Three-Year Design-Based Study
Quelle	In: Educational Technology & Society, 24 (2021) 1, S.44-63 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Computer Games; Feedback (Response); Comparative Analysis; Undergraduate Students; Introductory Courses; Learning Processes; Information Management; Longitudinal Studies; Learning Experience; Learning Activities; Teaching Methods; Information Science Education; Outcomes of Education; Game Based Learning; Instructional Effectiveness; Student Attitudes; Instructional Design; Goal Orientation; Cooperative Learning; Task Analysis; Pretests Posttests; Pilot Projects + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Einführungskurs; Learning process; Lernprozess; Procurement of information; Informationsbeschaffung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernerfahrung; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologische Bildung; Lernleistung; Schulerfolg; Unterrichtserfolg; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Zielorientierung; Zielvorstellung; Kooperatives Lernen; Aufgabenanalyse; Pilot project; Modellversuch; Pilotprojekt
Abstract	A design-based study was conducted in iterative cycles to test the effectiveness of the updated goal-access-feedback-challenge-collaboration (updated-GAFCC) gamification design model. The test-bed was a 10-week undergraduate introductory information management course. Students from three consecutive school years participated in the study, with the control group studying the conventional course without gamification (first year), treatment group_1 studying a gamified course following the original GAFCC model (second year), and treatment group_2 studying an optimized gamified course following the updated-GAFCC model (third year). The results of the design-based study indicated that (i) the updated-GAFCC model and the GAFCC model were effective in enhancing students' learning achievements and task completion; (ii) the updated-GAFCC model was more successful in generating higher quality thinking artifacts than the GAFCC model; (iii) there were fewer lower-quality submissions in the updated-GAFCC condition than in the GAFCC condition; and (iv) 89% of the interviewed students in the updated-GAFCC condition were satisfied with the overall learning design, and felt that the gamified learning activities facilitated their learning. Overall, the findings contribute to our understanding of how pedagogical strategies can be incorporated into the theory-based design model to optimize learning experiences and academic outcomes. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01