Literaturnachweis - Detailanzeige
| Autor/inn/en | Kratochvíl, Tomáš; Vaculík, Martin; Procházka, Jakub; Hamari, Juho |
|---|---|
| Titel | Gamification in Academia: Does Psychological Engagement Boost Performance? |
| Quelle | In: International Journal of Game-Based Learning, 12 (2022) 1, (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kratochvíl, Tomáš) ORCID (Vaculík, Martin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2155-6849 |
| Schlagwörter | Foreign Countries; College Students; Psychology; Political Science; Gamification; Learner Engagement; Academic Achievement; Game Based Learning; Recognition (Achievement); Czech Republic |
| Abstract | Gamification is increasingly applied in contexts where personal performance is of importance. However, the psychological nature of their relation has not been thoroughly examined. The authors investigated how achievement-based gamification impacts attitudinal engagement and performance across 6 university courses. The authors created challenges and badges connected to coursework and measured students' engagement and performance while gamifying the course in 1 year of the 2-year quasi-experiment. In the other year, the authors examined engagement, performance, and would-be-attained achievements were the course gamified. Results show students performed moderately better in gamified condition. Moreover, badges had a guiding effect on students as badge-awarding actions were carried out more in gamified courses. Importantly, the authors found a small mediation effect of engagement in gamification-performance relation. The authors thus conclude badges may be a useful method when gamifying academic performance and that work attitudes are a useful framework to further examine the relation. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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