程序设计入门课程中不同游戏化程度的实证研究

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hazra Imran
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引用次数: 3

摘要

在传统的教学方法中加入游戏元素已经获得了很多关注,因为它能够融入一个引人入胜、激励人心和有趣的环境。因此,学习者的奉献精神和表现也更好。不幸的是,目前的游戏化模型没有考虑不同级别的游戏化的影响。因此,本研究对450名参加在线课程的本科生的动机、参与度和表现的三个游戏化水平提供了更深入的了解。游戏化的水平是基于不同的游戏元素和学习内容的呈现进行实验操作的。结果在三个方面进行了测量。定量方法用于分析定义的度量,定性方法用于分析开放式度量。结果显示,在课程前和课程中期评估期间,所有组的结果没有变化。然而,在游戏化的环境中,动机、参与度和表现都得到了改善,这些影响在课程结束时更加明显。研究发现,游戏化水平是动机和表现的重要决定因素,而不是参与度,这突出了在教育平台中实施游戏化的重要性。游戏化似乎是一种让学生参与在线课程的教学方式。整个设置激发了学习者在课程中学习和表现的动机。我们得出的结论是,如果考虑得当,游戏化确实有助于激励、参与和表现。因此,寻求提高学生动机和表现的教育工作者和教育机构可能会将游戏化的“正确水平”视为一种适当的方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An Empirical Investigation of the Different Levels of Gamification in an Introductory Programming Course
Adding gaming elements to conventional teaching methodologies has gained a lot of attention because of its ability to incorporate an engaging, motivating, and fun-based environment. As a result, learners' dedication and performance are also better. Unfortunately, current gamification models do not consider the effect of different levels of gamification. Therefore, this study provides deeper insight into the three levels of gamification on the motivation, engagement, and performance of 450 undergraduates enrolled in an online course. The level of gamification is experimentally manipulated based on different gaming elements and the presentation of learning content. The outcomes were measured at three points. Quantitative methods were used to analyze defined measures, and qualitative methods were used to analyze open-ended measures. The results revealed no change in outcomes between all groups during pre-course and mid-course assessments. However, motivation, engagement, and performance are improved in gamified environments, and these effects are more noticeable towards the end of the course. It was discovered that the gamification level was a significant determinant of motivation and performance but not engagement, which highlights the importance of implementing gamification in educational platforms. The gamification appeared to be a pedagogically profound way of engaging students in the online course. The whole setup triggered the learner’s motivation to learn and perform in the course. We conclude that gamification does help in motivation, engagement and performance if considered properly. Thus, educators and educational institutions seeking to enhance student motivation and performance may look at the ‘right level’ of gamification as an appropriate methodology.
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来源期刊
Journal of Educational Computing Research
Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.90
自引率
6.20%
发文量
69
期刊介绍: The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.
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