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Gamification Tools to Facilitate Student Learning Engagement in Higher Education: A Burden or Blessing?

Gamification Tools to Facilitate Student Learning Engagement in Higher Education: A Burden or Blessing?

Mark Schofield
Copyright: © 2021 |Pages: 15
ISBN13: 9781799848462|ISBN10: 1799848469|ISBN13 Softcover: 9781799857273|EISBN13: 9781799848479
DOI: 10.4018/978-1-7998-4846-2.ch002
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MLA

Schofield, Mark. "Gamification Tools to Facilitate Student Learning Engagement in Higher Education: A Burden or Blessing?." Fostering Communication and Learning With Underutilized Technologies in Higher Education, edited by Mohammed Banu Ali and Trevor Wood-Harper, IGI Global, 2021, pp. 21-35. https://doi.org/10.4018/978-1-7998-4846-2.ch002

APA

Schofield, M. (2021). Gamification Tools to Facilitate Student Learning Engagement in Higher Education: A Burden or Blessing?. In M. Ali & T. Wood-Harper (Eds.), Fostering Communication and Learning With Underutilized Technologies in Higher Education (pp. 21-35). IGI Global. https://doi.org/10.4018/978-1-7998-4846-2.ch002

Chicago

Schofield, Mark. "Gamification Tools to Facilitate Student Learning Engagement in Higher Education: A Burden or Blessing?." In Fostering Communication and Learning With Underutilized Technologies in Higher Education, edited by Mohammed Banu Ali and Trevor Wood-Harper, 21-35. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4846-2.ch002

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Abstract

Gamification is a novel technology that can potentially motivate student learning. This chapter reflects on the implementation of a gamified application to support students' learning in terms of learning important facts concerning their study program. The scope of the chapter refers to two design features in which tests were conducted on the different configurations in a field experiment among UK university students. The initial feature identified was feedback, where it was anticipated that engagement would increase, with tailored feedback having a greater impact than generic feedback. The next feature identified was circumventing users from binge gaming through session limits, as this may potentially prevent deep learning. The findings suggest that tailored feedback was less effective than generic feedback, contradicting the initial anticipation. Session limits were found to not circumvent binging without a reduction in sessions. The findings suggest that gaming properties of gamified applications could impact sustaining and encouraging play.

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