A Qualitative Investigation of Team-Based Gamified Learning in an Online Environment

Abstract

Background / purpose – This study examined how team-based gamified learning influenced students’ attitudes towards the gamification of learning, online collaboration, and competition. Furthermore, the study explored what factors contributed to the students’ positive or negative experiences with gamified learning. Materials / methods – Game elements used for the team-based gamified learning experience included challenges, points, peer feedback and voting (social influence), and inter-team competition. Qualitative data were collected from pre- and post-surveys and participants’ reflections. Results – Overall, the gamified learning experience had a positive influence on the participants’ attitudes toward the gamification of learning. The major factors that contributed to the positive change included (1) fun and enjoyment, (2) motivation and engagement, (3) relevance, and (4) choice and