Research Article
Year 2024,
Volume: 9 Issue: 1, 61 - 79, 05.01.2024
Abstract
References
- Bai, S., Hew, K. F., Sailer, M., & Jia, C. (2021). From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. Computers & Education, 173, 104297. https://doi.org/10.1016/j.compedu.2021.104297
- Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers & Education, 106, 43-55. https://doi.org/10.1016/j.compedu.2016.11.009
- Buckley, P., Doyle, E., & Doyle, S. (2017). Game on! Students’ perceptions of gamified learning. Journal of Educational Technology & Society, 20(3), 1-10. https://www.jstor.org/stable/10.2307/26196115
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th Ed.). Thousand Oaks, CA: Sage.
- Denden, M., Tlili, A., Essalmi, F., Jemni, M., Chen, N. S., & Burgos, D. (2021). Effects of gender and personality differences on students’ perception of game design elements in educational gamification. International Journal of Human-Computer Studies, 154, 102674. https://doi.org/10.1016/j.ijhcs.2021.102674
- Deterding, S. (2012). Gamification: Designing for motivation. Interactions, 19(4), 14-17. https://doi.org/10.1145/2212877.2212883
- Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining "gamification". In Proceedings of the 15th International Academic Mindtrek Conference: Envisioning Future Media Environments (pp. 9-15). Tampere, Finland. ACM. https://dl.acm.org/doi/abs/10.1145/2181037.2181040
- Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3), 75-88. https://www.j-ets.net/collection/published-issues/18_3
- Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
- Earley, E. A. (2012). Effectiveness of virtual worlds in public health preparedness training (Doctoral dissertation, Capella University). https://www.proquest.com/intermediateredirectforezproxy
- Fan, K. K., Xiao, P. W., & Su, C. (2015). The effects of learning styles and meaningful learning on the learning achievement of gamification health education curriculum. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 1211-1229. https://doi.org/10.12973/eurasia.2015.1413a
- Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681. https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf
- Felder, R. M. & Soloman, B. A. (1994). Index of learning styles questionnaire. https://www.webtools.ncsu.edu/learningstyles/
- Felder, R. M., & Spurlin, J. (2005). Applications, reliability and validity of the index of learning styles. International Journal of Engineering Education, 21(1), 103-112. https://wss.apan.org/jko/mls/Learning%20Content/ILS_Validation(IJEE).pdf
- Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage.
- Fiş Erümit, S., & Karakuş Yılmaz, T. (2022). Gamification design in education: What might give a sense of play and learning? Technology, Knowledge and Learning, 1-23. https://doi.org/10.1007/s10758-022-09604-y
- Fiş Erümit, S., & Karakuş Yılmaz, T. (2021). The happy association of game and gamification: the use and evaluation of game elements with game-based activities. Technology, Pedagogy and Education, 31(1), 103-121. https://doi.org/10.1080/1475939X.2021.2006077
- Fitz-Walter, Z., Johnson, D., Wyeth, P., Tjondronegoro, D., & Scott-Parker, B. (2017). Driven to drive? Investigating the effect of gamification on learner driver behavior, perceived motivation and user experience. Computers in Human Behavior, 71, 586-595. http://dx.doi.org/10.1016/j.chb.2016.08.050
- Galbis-Córdoba, A., Martí-Parreño, J., & Currás-Pérez, R. (2017). Higher education students’ attitude towards the use of gamification for competencies development. Journal of e-Learning and Knowledge Society, 13(1), 129-146. https://www.learntechlib.org/p/188128/
- Ghaban, W., & Hendley, R. (2019). How different personalities benefit from gamification. Interacting with Computers, 31(2), 138-153. https://doi.org/10.1093/iwc/iwz009
- Glover, I. (2013, June). Play as you learn: Gamification as a technique for motivating learners. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia-World Conference on Educational Media and Technology (pp. 1999-2008). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/112246/
- Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
- Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545-565. https://doi.org/10.1080/10494820.2019.1588745
- Kapp, K. M., Blair, L., & Mesch, R. (2014). The gamification of learning and instruction fieldbook: Ideas into practice. John Wiley & Sons.
- Keller, J. M. (2008). First principles of motivation to learn and e3‐learning. Distance education, 29(2), 175-185. https://doi.org/10.1080/01587910802154970
- Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10. https://link.springer.com/content/pdf/10.1007/BF02905780.pdf?pdf=button
- Khenissi, M. A., Essalmi, F., Jemni, M., Graf, S., & Chen, N. S. (2016). Relationship between learning styles and genres of games. Computers & Education, 101, 1-14. http://dx.doi.org/10.1016/j.compedu.2016.05.005
- Krath, J., Schürmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963
- Kutu, H., & Sozbilir, M. (2011). Adaptation of instructional materials motivation survey to Turkish: A validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(1), 292-311. https://dergipark.org.tr/tr/download/article-file/39824
- Kwon, H. Y., & Özpolat, K. (2021). The dark side of narrow gamification: Negative impact of assessment gamification on student perceptions and content knowledge. INFORMS Transactions on Education, 21(2), 67-81. https://doi.org/10.1287/ited.2019.0227
- Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25-37. https://doi.org/10.1016/j.compedu.2017.11.006
- Luo, Z. (2022). Gamification for educational purposes: What are the factors contributing to varied effectiveness? Education and Information Technologies, 27(1), 891-915. https://doi.org/10.1007/s10639-021-10642-9
- Luo, Z., Brown, C., & O’Steen, B. (2021). Factors contributing to teachers’ acceptance intention of gamified learning tools in secondary schools: An exploratory study. Education and Information Technologies, 26(5), 6337-6363. https://doi.org/10.1007/s10639-021-10622-z
- Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage.
- Moreno, R. (2010). Cognitive load theory: More food for thought. Instructional Science, 38(2), 135-141. https://doi.org/10.1007/s11251-009-9122-9
- Oliveira, W., Hamari, J., Joaquim, S., Toda, A. M., Palomino, P. T., Vassileva, J., & Isotani, S. (2022). The effects of personalized gamification on students’ flow experience, motivation, and enjoyment. Smart Learning Environments, 9(1), 1-26. https://doi.org/10.1186/s40561-022-00194-x
- Ong, D. L. T., Chan, Y. Y., Cho, W. H., & Koh, T. Y. (2013, July). Motivation of learning: An assessment of the practicality and effectiveness of gamification within a tertiary education system in Malaysia. In Proceedings of World Academy Conference (pp. 131-146). https://core.ac.uk/reader/148366460
- Pakinee, A., & Puritat, K. (2021). Designing a gamified e-learning environment for teaching undergraduate ERP course based on big five personality traits. Education and Information Technologies, 26(4), 4049-4067. https://doi.org/10.1007/s10639-021-10456-9
- Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380. http://dx.doi.org/10.1016/j.chb.2016.12.033
- Samanci, N., & Keskin, M. (2007). Felder ve Soloman öğrenme stili indeksi: Türkçe’ye uyarlanması ve geçerlik-güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(2), 37-54. https://dergipark.org.tr/en/download/article-file/1495081
- Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1), 1-11. https://doi.org/10.1186/s40561-019-0098-x
- Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123-138. https://doi.org/10.1007/s10648-010-9128-5
- Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
- Werbach, K., & Hunter, D. (2015). The gamification toolkit: Dynamics, mechanics, and components for the win. Wharton Digital Press.
- Yildiz, İ., Topçu, E., & Kaymakci, S. (2021). The effect of gamification on motivation in the education of pre-service social studies teachers. Thinking Skills and Creativity, 42, 100907. https://doi.org/10.1016/j.tsc.2021.100907
- Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media.
Role of the Students’ Learning Styles on Motivation and Perception towards Gamified Learning Process
Abstract
The characteristic differences of participants affect their reactions to various gamification elements. Thus, it is critical to reveal the impact different type of students on gamified interventions, and the relation of personality features and gamified learning process. In this study, it is compered the motivation and perception of participants with different learning styles towards gamified learning process, and determined the correlation between motivation and perception. It is also figured out the enabler and barrier factors of students’ motivation and perception by learning styles in the 7-week gamified learning process. Participants consist of 95 prospective teachers with different learning styles. This study is based on the triangulation as a mixed reserch method. As data collection tools, the instructional materials motivation survey, course evaluation questionnaire, learning styles inventory of Felder and Soloman, and interview form are used. It is conducted the non-parametric tests, Mann-Whitney U and Spearman's rank correlation for quantitative data analysis, and the content analysis for in-detail qualitative data analysis. Results point out that there is not any significant differences between categories of each learning style dimension in terms of motivation and perception. Students have the high level motivation and perception by each category of four learning style dimensions. There are positive and medium correlations between motivation and perception of students by learning styles. It is also determined the various enabler and barrier factors of students’ motivation and perception in gamified learning process. Frequencies and percentages of enablers are the higher than barriers considering students’ learning styles. These results prove that the gamified activities-tasks considering the learning styles have a power to motivate students with different characteristics to the learning process and provide the positive perception towards the gamified process. It is also discussed the quantitative and qualitative directions for the further researches.
References
- Bai, S., Hew, K. F., Sailer, M., & Jia, C. (2021). From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. Computers & Education, 173, 104297. https://doi.org/10.1016/j.compedu.2021.104297
- Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers & Education, 106, 43-55. https://doi.org/10.1016/j.compedu.2016.11.009
- Buckley, P., Doyle, E., & Doyle, S. (2017). Game on! Students’ perceptions of gamified learning. Journal of Educational Technology & Society, 20(3), 1-10. https://www.jstor.org/stable/10.2307/26196115
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th Ed.). Thousand Oaks, CA: Sage.
- Denden, M., Tlili, A., Essalmi, F., Jemni, M., Chen, N. S., & Burgos, D. (2021). Effects of gender and personality differences on students’ perception of game design elements in educational gamification. International Journal of Human-Computer Studies, 154, 102674. https://doi.org/10.1016/j.ijhcs.2021.102674
- Deterding, S. (2012). Gamification: Designing for motivation. Interactions, 19(4), 14-17. https://doi.org/10.1145/2212877.2212883
- Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining "gamification". In Proceedings of the 15th International Academic Mindtrek Conference: Envisioning Future Media Environments (pp. 9-15). Tampere, Finland. ACM. https://dl.acm.org/doi/abs/10.1145/2181037.2181040
- Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3), 75-88. https://www.j-ets.net/collection/published-issues/18_3
- Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
- Earley, E. A. (2012). Effectiveness of virtual worlds in public health preparedness training (Doctoral dissertation, Capella University). https://www.proquest.com/intermediateredirectforezproxy
- Fan, K. K., Xiao, P. W., & Su, C. (2015). The effects of learning styles and meaningful learning on the learning achievement of gamification health education curriculum. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 1211-1229. https://doi.org/10.12973/eurasia.2015.1413a
- Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681. https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf
- Felder, R. M. & Soloman, B. A. (1994). Index of learning styles questionnaire. https://www.webtools.ncsu.edu/learningstyles/
- Felder, R. M., & Spurlin, J. (2005). Applications, reliability and validity of the index of learning styles. International Journal of Engineering Education, 21(1), 103-112. https://wss.apan.org/jko/mls/Learning%20Content/ILS_Validation(IJEE).pdf
- Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage.
- Fiş Erümit, S., & Karakuş Yılmaz, T. (2022). Gamification design in education: What might give a sense of play and learning? Technology, Knowledge and Learning, 1-23. https://doi.org/10.1007/s10758-022-09604-y
- Fiş Erümit, S., & Karakuş Yılmaz, T. (2021). The happy association of game and gamification: the use and evaluation of game elements with game-based activities. Technology, Pedagogy and Education, 31(1), 103-121. https://doi.org/10.1080/1475939X.2021.2006077
- Fitz-Walter, Z., Johnson, D., Wyeth, P., Tjondronegoro, D., & Scott-Parker, B. (2017). Driven to drive? Investigating the effect of gamification on learner driver behavior, perceived motivation and user experience. Computers in Human Behavior, 71, 586-595. http://dx.doi.org/10.1016/j.chb.2016.08.050
- Galbis-Córdoba, A., Martí-Parreño, J., & Currás-Pérez, R. (2017). Higher education students’ attitude towards the use of gamification for competencies development. Journal of e-Learning and Knowledge Society, 13(1), 129-146. https://www.learntechlib.org/p/188128/
- Ghaban, W., & Hendley, R. (2019). How different personalities benefit from gamification. Interacting with Computers, 31(2), 138-153. https://doi.org/10.1093/iwc/iwz009
- Glover, I. (2013, June). Play as you learn: Gamification as a technique for motivating learners. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia-World Conference on Educational Media and Technology (pp. 1999-2008). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/112246/
- Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
- Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545-565. https://doi.org/10.1080/10494820.2019.1588745
- Kapp, K. M., Blair, L., & Mesch, R. (2014). The gamification of learning and instruction fieldbook: Ideas into practice. John Wiley & Sons.
- Keller, J. M. (2008). First principles of motivation to learn and e3‐learning. Distance education, 29(2), 175-185. https://doi.org/10.1080/01587910802154970
- Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10. https://link.springer.com/content/pdf/10.1007/BF02905780.pdf?pdf=button
- Khenissi, M. A., Essalmi, F., Jemni, M., Graf, S., & Chen, N. S. (2016). Relationship between learning styles and genres of games. Computers & Education, 101, 1-14. http://dx.doi.org/10.1016/j.compedu.2016.05.005
- Krath, J., Schürmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963
- Kutu, H., & Sozbilir, M. (2011). Adaptation of instructional materials motivation survey to Turkish: A validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(1), 292-311. https://dergipark.org.tr/tr/download/article-file/39824
- Kwon, H. Y., & Özpolat, K. (2021). The dark side of narrow gamification: Negative impact of assessment gamification on student perceptions and content knowledge. INFORMS Transactions on Education, 21(2), 67-81. https://doi.org/10.1287/ited.2019.0227
- Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25-37. https://doi.org/10.1016/j.compedu.2017.11.006
- Luo, Z. (2022). Gamification for educational purposes: What are the factors contributing to varied effectiveness? Education and Information Technologies, 27(1), 891-915. https://doi.org/10.1007/s10639-021-10642-9
- Luo, Z., Brown, C., & O’Steen, B. (2021). Factors contributing to teachers’ acceptance intention of gamified learning tools in secondary schools: An exploratory study. Education and Information Technologies, 26(5), 6337-6363. https://doi.org/10.1007/s10639-021-10622-z
- Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage.
- Moreno, R. (2010). Cognitive load theory: More food for thought. Instructional Science, 38(2), 135-141. https://doi.org/10.1007/s11251-009-9122-9
- Oliveira, W., Hamari, J., Joaquim, S., Toda, A. M., Palomino, P. T., Vassileva, J., & Isotani, S. (2022). The effects of personalized gamification on students’ flow experience, motivation, and enjoyment. Smart Learning Environments, 9(1), 1-26. https://doi.org/10.1186/s40561-022-00194-x
- Ong, D. L. T., Chan, Y. Y., Cho, W. H., & Koh, T. Y. (2013, July). Motivation of learning: An assessment of the practicality and effectiveness of gamification within a tertiary education system in Malaysia. In Proceedings of World Academy Conference (pp. 131-146). https://core.ac.uk/reader/148366460
- Pakinee, A., & Puritat, K. (2021). Designing a gamified e-learning environment for teaching undergraduate ERP course based on big five personality traits. Education and Information Technologies, 26(4), 4049-4067. https://doi.org/10.1007/s10639-021-10456-9
- Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380. http://dx.doi.org/10.1016/j.chb.2016.12.033
- Samanci, N., & Keskin, M. (2007). Felder ve Soloman öğrenme stili indeksi: Türkçe’ye uyarlanması ve geçerlik-güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(2), 37-54. https://dergipark.org.tr/en/download/article-file/1495081
- Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1), 1-11. https://doi.org/10.1186/s40561-019-0098-x
- Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123-138. https://doi.org/10.1007/s10648-010-9128-5
- Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
- Werbach, K., & Hunter, D. (2015). The gamification toolkit: Dynamics, mechanics, and components for the win. Wharton Digital Press.
- Yildiz, İ., Topçu, E., & Kaymakci, S. (2021). The effect of gamification on motivation in the education of pre-service social studies teachers. Thinking Skills and Creativity, 42, 100907. https://doi.org/10.1016/j.tsc.2021.100907
- Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media.
There are 46 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Research Article |
| Authors | |
| Publication Date | January 5, 2024 |
| Submission Date | May 8, 2023 |
| Published in Issue | Year 2024 Volume: 9 Issue: 1 |
Journal of Learning and Teaching in Digital Age 2023. © 2023. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Journal of Learning and Teaching in Digital Age. All rights reserved, 2023. ISSN:2458-8350