The Impact of Gamification on Doctoral Students’ Perceptions, Emotions, and Learning in an Online Environment.

Autor/in	An, Yunjo
Titel	The Impact of Gamification on Doctoral Students’ Perceptions, Emotions, and Learning in an Online Environment.
Quelle	In: Tech trends for leaders in education and training, (2023) 4, S.706-717 PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00833-7
Schlagwörter	Gamification; Gamified Learning; Emotion; Perception; Online Learning
Abstract	Abstract Despite the growing body of studies on gamification, there is a paucity of research investigating the specific emotional outcomes of gamified experiences. Most gamification studies have focused primarily on positive emotions such as enjoyment. In addition, most gamification studies in educational contexts have been conducted with undergraduate students. To address the gaps in the literature, the present study examined the impact of gamification on doctoral students’ perceptions of gamification and their learning in an online environment. Further, it explored what kinds of emotions they felt before, during, and after the gamified learning experience and what factors contributed to their positive and negative emotions. The study was conducted in an online, doctoral-level course, which was offered at a public university in the United States. The game elements used in the course included challenges, points and extra points, unannounced badges, choices, team collaboration and competition, and voting. The results of the study shed light on various emotions experienced by doctoral students in the gamified learning context, major factors contributing to both positive and negative emotions, as well as the impact of gamification on their attitudes and learning.
Erfasst von	OLC
Update	2024/1/01