Student experience of gamified learning: a qualitative approach

2.50
Hdl Handle:
http://hdl.handle.net/10547/622293
Title:
Student experience of gamified learning: a qualitative approach
Authors:
Clements, Andrew James ( 0000-0003-0265-0376 ) ; Ahmed, Sajeel ( 0000-0002-6190-0198 ) ; Henderson, Bernadette
Other Titles:
Proceedings of the 11th European Conference on Games Based Learning
Abstract:
Student engagement and student outcomes in Higher Education continue to be the subject of academic concern, and thus receive research attention. To address these concerns, we aim to explore the use of gamification to enhance student engagement, and thereby improving student learning and performance. Gamification represents the use of game elements to enhance engagement in activities such as learning.  This paper highlights the use of game elements such as: leader boards, scores for activities, and multiplayer (group) activities.  The paper does this by exploring students’ learning journeys, as well as their experience of modules in which gamification had been introduced. Group-based competitive activities were introduced to modules undertaken by business students, student nurses, and paramedic students.  Students undertaking these modules were invited to participate in semi-structured interviews.  Twelve students drawn from the three disciplines took part in these semi-structured interviews, which were digitally recorded to enable production of accurate transcripts. Thematic analysis was used to identify key themes from the interviews. To explain student responses and their learning experience, four themes were developed; challenge, difference, group processes, and competition. Students often presented themselves as enjoying challenge, although this was sometimes contrasted with enjoyment of ‘easy’ activities.  Challenge was presented not only as a motivational factor, but also sometimes as a barrier to success.  This sense of challenge was often conceptually linked to students’ perception of difference within their gamified learning, which was pedagogically distinct from their typical learning experience.  Most, but not all, expressed positive views of this difference.  As with the theme of challenge, discussion of difference could be both positive and negative.  Participants highlighted competition as a positive factor.  The competition between groups influenced some group processes.  Some students noted previous challenges involved in group-work, such as unequal work distribution.  Participants observed the potential for intra-group friction, while identifying the positive learning outcomes of group work.  Taken together, the analysis suggests that competitive group work is a beneficial strategy for enhancing student engagement and performance.
Affiliation:
University of Bedfordshire
Citation:
Clements AJ, Ahmed S, Henderson B (2017) 'Student Experience of Gamified Learning: A Qualitative Approach', European Conference on Games Based Learning - Graz, Academic Conferences and Publishing International Limited.
Publisher:
Academic Conferences and Publishing International Limited
Issue Date:
17-Oct-2017
URI:
http://hdl.handle.net/10547/622293
Additional Links:
http://www.academic-conferences.org/conferences/ecgbl/ecgbl-future-and-past/
Type:
Conference papers, meetings and proceedings
Language:
en
ISSN:
2049-0992
ISBN:
9781911218562
Sponsors:
This work was supported by the Higher Education Funding Council for England [project code: K28]
Appears in Collections:
Psychology

Full metadata record

DC FieldValue Language
dc.contributor.authorClements, Andrew Jamesen
dc.contributor.authorAhmed, Sajeelen
dc.contributor.authorHenderson, Bernadetteen
dc.date.accessioned2017-10-18T11:28:43Z-
dc.date.available2017-10-18T11:28:43Z-
dc.date.issued2017-10-17-
dc.identifier.citationClements AJ, Ahmed S, Henderson B (2017) 'Student Experience of Gamified Learning: A Qualitative Approach', European Conference on Games Based Learning - Graz, Academic Conferences and Publishing International Limited.en
dc.identifier.isbn9781911218562-
dc.identifier.issn2049-0992-
dc.identifier.urihttp://hdl.handle.net/10547/622293-
dc.description.abstractStudent engagement and student outcomes in Higher Education continue to be the subject of academic concern, and thus receive research attention. To address these concerns, we aim to explore the use of gamification to enhance student engagement, and thereby improving student learning and performance. Gamification represents the use of game elements to enhance engagement in activities such as learning.  This paper highlights the use of game elements such as: leader boards, scores for activities, and multiplayer (group) activities.  The paper does this by exploring students’ learning journeys, as well as their experience of modules in which gamification had been introduced. Group-based competitive activities were introduced to modules undertaken by business students, student nurses, and paramedic students.  Students undertaking these modules were invited to participate in semi-structured interviews.  Twelve students drawn from the three disciplines took part in these semi-structured interviews, which were digitally recorded to enable production of accurate transcripts. Thematic analysis was used to identify key themes from the interviews. To explain student responses and their learning experience, four themes were developed; challenge, difference, group processes, and competition. Students often presented themselves as enjoying challenge, although this was sometimes contrasted with enjoyment of ‘easy’ activities.  Challenge was presented not only as a motivational factor, but also sometimes as a barrier to success.  This sense of challenge was often conceptually linked to students’ perception of difference within their gamified learning, which was pedagogically distinct from their typical learning experience.  Most, but not all, expressed positive views of this difference.  As with the theme of challenge, discussion of difference could be both positive and negative.  Participants highlighted competition as a positive factor.  The competition between groups influenced some group processes.  Some students noted previous challenges involved in group-work, such as unequal work distribution.  Participants observed the potential for intra-group friction, while identifying the positive learning outcomes of group work.  Taken together, the analysis suggests that competitive group work is a beneficial strategy for enhancing student engagement and performance.en
dc.description.sponsorshipThis work was supported by the Higher Education Funding Council for England [project code: K28]en
dc.language.isoenen
dc.publisherAcademic Conferences and Publishing International Limiteden
dc.relation.urlhttp://www.academic-conferences.org/conferences/ecgbl/ecgbl-future-and-past/en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectgamificationen
dc.subjectpedagogyen
dc.subjectstudent engagementen
dc.subjecthigher educationen
dc.titleStudent experience of gamified learning: a qualitative approachen
dc.title.alternativeProceedings of the 11th European Conference on Games Based Learningen
dc.typeConference papers, meetings and proceedingsen
dc.contributor.departmentUniversity of Bedfordshireen
dc.date.updated2017-10-18T10:57:22Z-
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