Utilising Online Gamification to Promote Student Success and Retention in Tertiary Settings

Autor/inn/en	Harrington, Ingrid; Mellors, Marc J.
Titel	Utilising Online Gamification to Promote Student Success and Retention in Tertiary Settings
Quelle	In: International Journal of Higher Education, 10 (2021) 7, S.45-52 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Higher Education; College Students; Game Based Learning; Educational Games; Student Motivation; Academic Persistence; COVID-19; Pandemics; Technology Uses in Education; Information Storage; Recognition (Achievement); Group Discussion; Surveys; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Educational game; Lernspiel; Schulische Motivation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informationsspeicherung; Soziale Anerkennung; Gruppendiskussion; Survey; Umfrage; Befragung; Australien
Abstract	The role of gamification in Australian higher educational learning has gained increasing currency in recent years, with many proponents promoting its usefulness for improving the university student experience by increasing progression and lowering attrition, particularly among first year students (Charles, Charles, McNeill, Bustard, & Black, 2011). However, some students express reservations that the inherently competitive nature of some gamified learning activities negatively impact their learning experience, especially when compared to classic instructional methods (Charles et al., 2011). This discussion and instructional paper undertakes a review of the gamification literature within the Australian higher education context, concurrently exploring what it means and how to use gamification to enhance student learning. The paper provides a short biographic summary of the positive impact selected popular gamified activities has had on improving student engagement, participation and retention in tertiary settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01