Higher education student's attitude towards using gamification and its relation with achievement
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Issue Date
2023-01-01
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Proceedings of the 2023 IEEE 3rd International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2023DOI
10.1109/ICALTER61411.2023.10372929Abstract
The aim of this study was to determine the possible relation between higher education students' attitude towards the use of gamification with their academic performance. 'Gamification is using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems' [1, p. 10]. 280 first year university students taking a basic mathematics course participated in the study. Gamification activities were part of the course. Students were asked to answer a survey that measured their attitude towards the gamification activities and a survey that assessed their motivation. Students were also assessed on mathematical achievement. Correlations between the measures were carried out to find out if there is a relationship between their attitude toward these activities, their motivation and their performance. Results show that there was a significant relation between attitude towards gamification activities and student's motivation (r=.92, p<.01), but two correlations between attitude and motivation with their mathematical achievement were found non-significant (r=.04,p=.65;r=.02, p=.76). These results highlight the importance of using new activities like gamification to keep students motivated, but this has no relation with their performance. A future experimental study is needed to assess the impact of these activities on students learning.Type
info:eu-repo/semantics/articleOther
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info:eu-repo/semantics/embargoedAccessLanguage
engae974a485f413a2113503eed53cd6c53
10.1109/ICALTER61411.2023.10372929
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