Effects of Gamification on Active and Reflective Learners' Engagement and Cognitive Load

Autor/in	Topu, Fatma Burcu
Titel	Effects of Gamification on Active and Reflective Learners' Engagement and Cognitive Load
Quelle	In: Journal of Theoretical Educational Science, 16 (2023) 1, S.41-71 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Topu, Fatma Burcu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Gamification; Active Learning; Reflective Teaching; Learner Engagement; Cognitive Processes; Difficulty Level; Undergraduate Students; Student Behavior; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Aktives Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Student behaviour; Schülerverhalten; Ausland; Türkei
Abstract	This study aimed to investigate the effects of gamification on active and reflective learners' engagement and cognitive load. It also compared both groups' experiences in a 10-week gamification process. It employed triangulation, one of the mixed research designs in this study. Participants consisted of 70 undergraduate students (45 active, 25 reflective learners). According to the results, both active and reflective learners had a high rate of behavioral, emotional, and cognitive engagements in gamification and low cognitive load. There was no significant difference between the groups' engagement and cognitive load. It was determined that the Challenge and Competition, Engagement in Group Tasks and In-Class Activities, Leaderboard, and Reward System were common themes regarding the pros and cons of the gamification process. The "Challenge and Competition" theme had the highest frequency in terms of the pros of the gamification process, whereas the "Engagement in Group Tasks and In-Class Activities" theme had the highest cons. Although common themes related to the pros and cons of gamification were available, similarities and differences were determined by active and reflective learners' opinions on various codes in themes. Consequently, characteristic features affected the reaction toward gamification elements and processes. (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01