Investigating the Impact of a Gamified Learning Analytics Dashboard: Student Experiences and Academic Achievement

Autor/inn/en	Alam, Md. I.; Malone, Lauren; Nadolny, Larysa; Brown, Michael; Cervato, Cinzia
Titel	Investigating the Impact of a Gamified Learning Analytics Dashboard: Student Experiences and Academic Achievement
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 5, S.1436-1449 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alam, Md. I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12853
Schlagwörter	Academic Achievement; Game Based Learning; Introductory Courses; STEM Education; Geology; Comparative Analysis; Learning Analytics; Learning Management Systems; Scientific Literacy; Concept Formation; Learner Engagement; Assignments; Science Tests; Scientific Concepts; Student Attitudes; Positive Attitudes; Lecture Method; Undergraduate Students; Student Experience + Suchen Sie Ihr Suchwort? Schulleistung; Einführungskurs; STEM; Historische Geologie; Concept learning; Begriffsbildung; Assignment; Auftrag; Zuweisung; Schülerverhalten; Studienerfahrung
Abstract	Background: The substantial growth in gamification research has connected gamified learning to enhanced engagement, improved performance, and greater motivation. Similar to gamification, personalized learning analytics dashboards can enhance student engagement. Objectives: This study explores the student experiences and academic achievements using a gamified dashboard in a large, introductory STEM course. Methods: We examined two groups of students enrolled in different sections of a one-semester-long physical geology course with a total enrollment of 223 students. The only difference between the groups was that one had access to the dashboard. The data collection included students' assignments, overall performances, and exam scores. Students in both sections completed a Science Literacy Concept Inventory survey at the beginning and end of the term. Additionally, students completed an end-of-term survey containing open-ended questions on their experience and interactions with specific elements. Results: Students shared mostly positive comments about their experience with the dashboard, and the final grade of students with access to the dashboard was 13% higher, on average, compared to their peers in the non-dashboard section. Conclusion: With low costs and little time invested, gamified dashboards could have a significant impact on student performance in large STEM lecture courses. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01