Gamified Learning: Favoring Engagement and Learning Outcomes

Gamified Learning: Favoring Engagement and Learning Outcomes

Cornelia Nih Popescu (Capgemini Engineering T.E.C., France), Elodie Attie (Capgemini Engineering T.E.C., France) and Laëtitia CHADOUTEAU (Capgemini Engineering T.E.C., France)
DOI: 10.4018/978-1-7998-8089-9.ch006
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Abstract

In the context of the current COVID-19 pandemic, e-learning represents a more and more important concern of all education providers and an inevitable direction for the current context in training and education. This chapter follows the theory of gamified learning and the theory of flow to understand to which extent game characteristics improve engagement and learning outcomes, such as performance and engagement. To do this, two groups of learners (N=20) were randomly assigned: the experimental group followed a gamified learning module, and the control group followed the same content without gamification mechanisms. The game mechanisms chosen involve a game, a challenge, virtual rewards, an avatar, a final badge, and a system of points and levels. Results show that the gamified course increased the time spent on the course and the overall performance. Hence, this chapter demonstrates the relevance of using gamification to improve learning outcomes.
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Background

The background of this chapter describes the literature about gamification, which leads to the description of different gamified mechanisms used in learning processes and the theory of gamified learning. This part aims to shed light on the concept of gamification in education.

Key Terms in this Chapter

Gamification: A pedagogical intention which, to be achieved efficiently, must be able to select and quantify gamification mechanisms adapted to the right context, target, and learning objective.

Learning Performance: Relatively permanent changes in knowledge or behaviour that support retention and transfer (Soderstrom et al., 2015).

Gamified Learning: The use of game characteristics, including the language of action, assessment, conflict or challenge, control, environment, game fiction, human interaction, immersion and rules or objectives, to influence learning and related outcomes.

Extrinsic Motivation: Motivation based on the consequences expected from an action (i.e., rewards, performance, competences).

Flow: A mental state reached when an individual is completely immersed in an activity and is in a maximum state of concentration, full commitment, and satisfaction in its accomplishment (Csíkszentmihályi, 1975).

Engagement: The psychological investment and effort directed toward learning, understanding, mastery of knowledge and the development of expected skills or abilities (Newmann et al., 1992).

Intrinsic Motivation: Motivation based on the achievement of the action (i.e., confidence, self-efficacy, self-determination).

E-Learning: An asynchronous remote training resource, more or less scenario-based, multimedia and interactive, which may include quizzes and different learning paths.

Performance: Temporary fluctuations in knowledge or behaviour, measures or observed during, or shortly after, instruction to a course (Soderstrom et al., 2015).

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