College Students' Perceptions of Pleasure in Learning -- Designing Gameful Gamification in Education

Autor/inn/en	A, Gulinna; Lee, Youngjin
Titel	College Students' Perceptions of Pleasure in Learning -- Designing Gameful Gamification in Education
Quelle	In: International Journal on E-Learning, 19 (2020) 2, S.93-123 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Game Based Learning; Teaching Styles; Instructional Effectiveness; Cooperative Learning; Majors (Students); Undergraduate Students; Instructional Design; Learning Motivation; Computer Games; Video Games; Preferences; Psychological Patterns; Student Characteristics; Learner Engagement + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Unterrichtserfolg; Kooperatives Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Motivation for studies; Lernmotivation; Computer game; Computerspiel; Computerspiele; Video game; Videospiel; Videospiele
Abstract	Gamification, the use of game design elements in non-gaming context, has been introduced to education as a novel teaching and learning approach to engage learners. Current literature has focused on finding ways to afford the playfulness and gamefulness of gamification. This paper has studied college students' perceptions of pleasure in learning to explore the underlying aspects of enjoyment in their learning experiences. Based upon the playful experiences (PLEX) design framework (Arrasvuori et al., 2011), we distributed an online survey to 235 college students and used Principal Component Analysis (PCA) to find four underlying aspects of pleasurable learning experiences among the participants: instruction (Cronbach's a = 0.84), instructors' teaching styles (Cronbach's a = 0.87), learning effectiveness (Cronbach's a = 0.71), and collaboration (Cronbach's a = 0.71). This scale can be used for gamification designers to identify the key game design elements for their target learners. We have also examined the effects of gender, majors, computer skills, and gaming habits on participants' preferences for pleasure in learning. Majors resulted in statistically significant differences among the participants' attitudes towards collaboration (F(6, 212) = 5.84, p < 0.001, Eta-square = 0.14). The implications of the findings are also discussed in the paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01