Effect of Gamified Mobile Applications and the Role of Player Types on the Achievement of Students

Autor/inn/en	Ugur-Erdogmus, Feray; Çakir, Recep
Titel	Effect of Gamified Mobile Applications and the Role of Player Types on the Achievement of Students
Quelle	In: Journal of Educational Computing Research, 60 (2022) 4, S.1063-1080 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ugur-Erdogmus, Feray) ORCID (Çakir, Recep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211065679
Schlagwörter	Telecommunications; Handheld Devices; Computer Oriented Programs; History Instruction; Educational Games; Academic Achievement; Performance; Undergraduate Students; Student Characteristics; Distance Education; Educational Technology; Technology Uses in Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Computerprogramm; History lessons; Geschichtsunterricht; Educational game; Lernspiel; Schulleistung; Achievement; Leistung; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Türkei
Abstract	The purpose of this study was to examine a gamified mobile application's effect on students' achievement, and whether the player types of the students predicted their achievement scores. A "pretest-posttest control group design" research was conducted with 65 undergraduate students taking a compulsory online course. In the study, a gamified mobile app was developed by the researchers and then applied within an online History I course. The results of the study showed no significant difference between the achievement scores of the Experimental Group and Control Group students. However, multiple linear regression analysis results showed that the Experimental Group's students' achievement scores were significantly predicted by the player types they used and their mobile app performance. It is argued, therefore, that this result underlines the importance of player type in designing effective mobile gamification apps for the purpose of learning. Suggestions for further studies are also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01