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The difficulty of designing intrinsically integrated game-based learning systems has led to alternative design strategies based on extrinsic integration. This study extends prior work on extrinsic integration design by examining the effectiveness of alternative reward structures in integrating learning and game. Specifically, a performance-contingent reward is proposed as a new integration mechanism and its effects on learning, motivation, engagement, and system perception are assessed, vis-à-vis a completion-contingent reward. A group of university students (N = 64) were involved in an empirical experiment designed to determine the effectiveness of the new reward structure in the context of English vocabulary learning and arrow-shooting gaming. The results from the experiment show that the proposed reward structure produces a statistically significant increase in the level of learning, motivation, and engagement. The results are highly encouraging for game-based learning research as the proposed approach is easily extendable, with design implications that are widely applicable. • We examine the effectiveness of alternative reward structures in integrating learning and game for game-based learning. • Performance-contingent rewards produce higher levels of learning and motivation relative to completion-contingent rewards. • Our proposed integration strategy is easily extendable to many other learning domains. [ABSTRACT FROM AUTHOR]

Using digital learning to assist in-service employees in promoting language skills has become an efficient way that can save training costs and profits. However, the employees' language learning performance often is not as expected due to low learning motivation, willingness, and persistence. Therefore, this study developed a game-based Japanese learning system based on the Octalysis gamification framework proposed by Chou (2016) to facilitate enterprise employees' learning effectiveness of Japanese as a second language (L2). All the eight core drives of the Octalysis gamification framework were adopted in the design of the learning functions and gamification mechanisms, including "epic meaning and calling," "development and accomplishment," "empowerment of creativity and feedback," "ownership and possession," "social influence and relatedness," "scarcity and impatience," "unpredictability and curiosity," and "loss and avoidance." This study used a true experimental design and recruited 54 Taiwanese employees from a Taiwan branch of an international Japanese business company to conduct a two-week experiment. The research participants were randomly assigned as the experimental and control groups respectively, using a Japanese learning system with or without a game-based design to support their Japanese learning. This study confirmed that the game-based Japanese learning system could significantly enhance the learners' engagement in learning behaviors, learning performance, learning motivation, and immersion experience. In addition, for most learning functions designed by applying the core drives regarded as intrinsic motivators in the Octalysis gamification framework, the more frequently the learners used the functions, the better they performed in learning performance. Moreover, several learning functions designed by employing positive or negative motivators also had significant positive correlations between the number of use and learning performance. This study contributes to the digital game-based language learning field by applying the Octalysis gamification framework to design an effective game-based Japanese learning system for company employees and examine the correlations between the use of the learning functions and learning performance. • A game-based Japanese learning system (GJLS) based on Octalysis gamification framework is proposed. • The GJLS could significantly enhance learning behavior and learning performance. • The GJLS could significantly enhance learning motivation and immersion experience. • Both positive and negative game learning functions are positively correlated with learning performance. • This study broadens the research horizon of game-based language learning. [ABSTRACT FROM AUTHOR]

Abstract Online learning platforms are integrated systems designed to provide students and teachers with information, tools and resources to facilitate and enhance the delivery and management of learning. In recent years platform designers have introduced gamification and multimodal interaction as ways to make online courses more engaging and immersive. Current Web-based platforms provide a limited degree of immersion in learning experiences, thereby diminishing potential learning impact. To improve immersion, it is necessary to stimulate some or all the human senses by engaging users in an environment that perceptually surrounds them and allows intuitive and rich interaction with other users and its content. Learning in these collaborative virtual environments (CVEs) can be aided by increasing motivation and engagement through the gamification of the educational task. This rich interaction that combines multimodal stimulation and gamification of the learning experience has the potential to draw students into the learning experience and improve learning outcomes. This paper presents the results of an experimental study designed to evaluate the impact of multimodal real-time interaction on user experience and learning of gamified educational tasks completed in a CVE. Secondary school teachers and students participated in the study. The multimodal CVE is an accurate reconstruction of the European Parliament in Brussels, developed using the REVERIE (Real and Virtual Engagement In Realistic Immersive Environment) framework. In the study, we compared the impact of the VR parliament to a non-multimodal control (an educational platform called Edu-Simulation) for the same educational tasks. Our results show that the multimodal CVE improves student learning performance and aspects of subjective experience when compared to the non-multimodal control. More specifically it resulted in a more positive effect on the ability of the students to generate ideas compared to a non-multimodal control. It also facilitated a sense of presence (strong emotional and a degree of spatial) for students in the VE. The paper concludes with a discussion of future work that focusses on combining the best features of both systems in a hybrid system to increase its educational impact and evaluate the prototype in real-world educational scenarios. Highlights • A multimodal CVE fosters student learning performance in dialogic scenarios. • Emotional immersion is essential for successful dialogic learning scenarios. • A successful dialogic learning scenario is based on three pedagogical principles. • Gamification of the task is sufficient for successful dialogic learning scenarios. • Merging a multimodal CVE with an LMS is essential for real-world applications. [ABSTRACT FROM AUTHOR]

Abstract Although many studies have focused on the potential of implementing gamification in education, the existing literature remains inconclusive about its effectiveness. In order to make sense of the contradictory findings regarding the effectiveness of implementing game design elements in an online learning environment, this paper complements the available body of research by addressing three holes. We have (1) analysed gamification's underlying motivational processes from a Self-Determination Theory-perspective, thereby accounting for the motivational effects of various game design implementations; (2) empirically assessed subtle motivational changes over time, and (3) accounted for the potential individual differences in motivational effects of gamification. Over a period of 15 weeks, we administered four surveys to measure the possible evolution in students' (N = 40) motivational levels in response to interacting with need-supporting game elements that were implemented in Google + Communities used in a university course. Participants' autonomous and controlled motivation was curve linear, showing an initial downward trend that surprisingly shifted to an upward tendency towards the end of the semester. Their controlled motivation stayed stable throughout. The results illustrated the significance of the individual nature of motivational processes, the importance of sensitive longitudinal motivation measurements, and the relevance of the implemented game elements' design characteristics. We end this article by opening the debate on using theoretical lenses when designing gamification, and by providing avenues for future research. Highlights • Providing theoretical lenses to research and design gamification. • Showing game elements' affordances as impacting gamification's motivational effects. • Illustrating the benefits of using a long-term systematic exploration of motivation. • The motivational impact of gamification is person-specific. • No evidence is found for a novelty effect of gamification. [ABSTRACT FROM AUTHOR]

This is a pilot study aimed at examining students' learning performance and perceived motivation between a gamified flipped classroom and a non-gamified flipped classroom instructional model, based on the Self-Determination Theory (SDT). This study employed a mixed-method research approach, using three formative assessments or a post-test only design to examine students' learning achievement. Questionnaires and personal interviews were employed to support the data collection process in terms of students' perceived motivation. Fifty-six students were the respondents involved in a non-randomized experiment with a control group design. The results reveal that assessment 1 showed no significant difference between the two groups of the gamified flipped and non-gamified flipped classroom instruction ( t  = 1.68, p .474), while assessment 2 and 3 were significantly different ( t  = 5.54, p = .007 < .05) and ( t  = 10.17, p = .001 < .05). In the present study, the findings confirm that the students were positive regarding perceived competence, autonomy, and relatedness, better performance, and were able to achieve good achievement during the tests. The survey results reveal that the gamified flip-class setting fostered better motivation and engagement. Particularly, students motivated to compete and beat other students during the gamification activities by collecting points and badges as many as possible. Four main themes emerged from the qualitative interviews, namely, (1) pre-class learning motivation, (2) pre-class competition, (3) students' learning autonomy, and (4) students' social engagement. Conclusions from this study showed that the gamified flip-class setting had successfully constructed the basic psychological needs of SDT, namely: competency, autonomy, and relatedness. [ABSTRACT FROM AUTHOR]

Abstract: Flipped learning can provide more in-class time for students to practice and apply knowledge and to receive feedback from peers and teachers. However, empirical studies have reported several problems that may occur with flipped classroom activities, including the failure of students to access out-of-class learning materials. Students who do not complete out-of-class work benefit little from the subsequent in-class discussion and problem-solving activities. This study offers a new contribution by exploring whether gamification could be a strategy to motivate students to participate in more out-of-class activities without forfeiting quality of work. We applied crucial aspects of five motivation theories to propose a goal-access-feedback-challenge-collaboration (GAFCC) gamification design model. We then implemented and tested this theory-driven model in two quasi-experimental studies involving postgraduate students. Collective results from the two experiments revealed that (a) the GAFCC class completed significantly more pre- and post-class activities than the control class and (b) the GAFCC class produced higher quality work than the control class. Participants’ perceptions of gamification were also collected through interviews, and reported in this study. This evidence supports a call for further research into the use of the GAFCC model in flipped classroom implementation. [ABSTRACT FROM AUTHOR]

This paper presents the results of an empirical study conducted on three different types of gamified learning activities—namely competitive, collaborative, and adaptive—in lower primary mathematics classes. The participants were students from two second-grade and one third-grade classes who used tablet computers and digital learning lessons for learning mathematics. The study included a non-gamified and competitive, adaptive, and collaborative gamified conditions, which were integrated into lesson plans. The collected log data were used to calculate the changes in performance levels through the dimensions of task completion and time under each condition, and the data were further analyzed and compared across conditions. The quantitative analysis results were triangulated with interview data from the students. Overall, the results show that gamified activities contributed to increased student performance levels in math learning. Significantly higher performance levels appeared in a gamified condition combining competition, a narrative, and adaptivity with individual performance game elements. Although the highest performance levels appeared in conjunction with the most incorrect attempts by the students, the total number of correct attempts was unaffected. Our findings suggest that whether gamification works or not is not the result of individual game elements but rather the consequence of their balanced combination. [ABSTRACT FROM AUTHOR]

This study addresses the question of how to use game design elements to raise students' motivation to engage in mathematics learning activities. Four conditions of mathematics learning activities were designed and assessed: 1. a problem-based digital gamification activity (research group 1); 2. a non-problem-based digital gamification activity (research group 2); 3. face-to-face game-based learning with a problem-based activity (control group 1), and 4. face-to-face game-based learning with a non-problem-based activity (control group 2). The effectiveness of the conditions was assessed in relation to the following dependent variables: (1) Gameful experience, including playfulness, challenge, accomplishment, and immersion; and (2) Gaming motivation, comprised of intrinsic and extrinsic motivation to play. A total of 779 students participated in this study from six Israeli public schools located in urban northern regions with similar socioeconomic profiles. The results mainly showed the superiority of the problem-based gamification activity compared to the other activities, in enhancing students' gameful experience and gaming motivation. The lowest results were obtained for the face-to-face game-based learning with a non-problem-based activity. These results mainly indicate that merely using gamification might not motivate students to actively participate in the learning activity unless it hinges on a sound pedagogical rationale. • Effect of four gamified activities on game experience and motivation was checked. • A total of 779 students participated in this study from six Israeli public schools. • Gamification utilizing problems in mathematics was found the most beneficial. • The second effective activity was the non-problem-based gamification activity. • The lowest results were shown for the F2F gamified non-problem-based activity. [ABSTRACT FROM AUTHOR]

Preventing addictive behaviors among teenagers is a crucial mission of public health organizations and public education institutions. However, it is chal-lenging to design effective and portable interventions for classroom settings. This research evaluates the effects of a novel classroom intervention called Escape Addict. Escape Addict is a digital escape room learning activity that aims to prevent, and raise awareness of, addictive and risky behav-iors. We conducted a controlled field experiment with 10 classes surveyed before (N = 202 pupils) and after (N = 199 pupils) the intervention, as well as 20 semi-structured interviews. Our results measured three weeks after the intervention show that Escape Addict significantly increased knowledge by 10%. Escape Addict also enabled pupils talk about addictions and risky be-haviors. The intervention had no major effect on risk perceptions and other behaviors. However, Escape Addict had heterogeneous effects. For instance, those pupils who enjoyed the intervention more, played fewer video games afterwards. Also, the effect on knowledge acquisition was stronger for pupils with higher educational achievement. Gender had limited effect. Our find-ings provide overall support that digital escape rooms represent interesting platforms to convey prevention messages in a compelling way. • Digital escape rooms represent interesting platforms to convey preven-tion messages in a compelling way. • Pupils' knowledge can be increased by digital escape rooms. • Digital escape rooms may help pupils talk about sensitive subjects such as addictions. • Knowledge acquisition through digital escape rooms is stronger for pupils with higher educational achievement. [ABSTRACT FROM AUTHOR]

Computational thinking (CT), a way to think about solving problems, is recognized as a basic skill for the 21st century. Although game-based learning (GBL) has been shown to improve student's CT skills, students may fail to self-evaluate or debate as they play games, thus failing to develop higher-order thinking. Also not widely explored is how teachers are to practice the CT core competencies during the learning process to cultivate students' problem-solving thinking. As the adoption of student-generated questions (SGQ) is an instructional strategy to promote higher-order thinking, we develop a GBL platform that uses this strategy to enhance students' CT skills, learning motivation, and learning confidence. For this purpose, fifty-three primary school students were recruited for this study, and data were collected during four classes of experimental CT activities. This study shows that the experimental group using the SGQ strategy with a GBL platform exhibited significantly higher CT skills than the control group. In addition, with respect to learning motivation and learning confidence it is found that the experimental group also outperformed the control group. This confirms that integrating the SGQ strategy and CT core competencies fosters higher-order cognitive thinking in students in problem-solving through gamification of the learning environment, resulting in higher motivation and confidence to complete experimental activities. • This study used student-generated questions (SGQ) in game-based learning platform. • This study integrated five core competencies of computational thinking into SGQ. • This result indicated that SGQ enhanced student's computational thinking skills. • It was studied that SGQ could improve student's learning motivation and confidence. • This study confirmed the contribution of SGQ to computational thinking skills. [ABSTRACT FROM AUTHOR]

Gamification has been identified as an interesting technique to foster collaboration in educational contexts. However, there are not many approaches that tackle this in primary school learning environments. The most popular technologies in the classroom are still traditional video consoles and desktop computers, which complicate the design of collaborative activities since they are essentially mono-user. The recent popularization of handheld devices such as tablets and smartphones has made it possible to build affordable, scalable, and improvised collaborative gamified activities by creating a multi-tablet environment. In this paper we present Quizbot, a collaborative gamified quiz application to practice different subjects, which can be defined by educators beforehand. Two versions of the system are implemented: a tactile for tablets laid on a table, in which all the elements are digital; and a tangible in which the tablets are scattered on the floor and the components are both digital and physical objects. Both versions of Quizbot are evaluated and compared in a study with eighty primary-schooled children in terms of user experience and quality of collaboration supported. Results indicate that both versions of Quizbot are essentially equally fun and easy to use, and can effectively support collaboration, with the tangible version outperforming the other one with respect to make the children reach consensus after a discussion, split and parallelize work, and treat each other with more respect, but also presenting a poorer time management. [ABSTRACT FROM AUTHOR]

We evaluated the use of gamification to facilitate a student-centered learning environment within an undergraduate Year 2 Personal and Professional Development (PPD) course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material. The implementation of the gamified course lasted two academic terms. The subsequent evaluation from a cohort of 136 students indicated that student performance was significantly higher among those who participated in the gamified system than in those who engaged with the nongamified, traditional delivery, while behavioral engagement in online learning activities was positively related to course performance, after controlling for gender, attendance, and Year 1 PPD performance. Two interesting phenomena appeared when we examined the influence of student background: female students participated significantly more in online learning activities than male students, and students with jobs engaged significantly more in online learning activities than students without jobs. The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students’ learning, or for a broader base of professionals who wish to engage a population of potential users, such as managers engaging employees or marketers engaging customers. [ABSTRACT FROM AUTHOR]

Algorithmic thinking is a core skill for constructing algorithms to solve problems and for understanding computer science. The purpose of this study was to examine the effects of using game mechanics and a student-generated questions strategy to promote algorithmic thinking skills in an online puzzle-based game learning system. An online puzzle-based game learning system, TGTS (Turtle Graphics Tutorial System), was developed to help students learn algorithmic thinking skills by allowing them to solve puzzles. A quasi-experiment was conducted to examine the effectiveness of using game mechanics alone and using game mechanics plus a student-generated questions strategy. Nine fourth-grade elementary classes (n = 242) were used to form three treatment groups, including one without game mechanics, one using game mechanics, and one using game mechanics plus a student-generated questions strategy. The results indicate that TGTS with game mechanics significantly enhanced algorithmic thinking skills and puzzle-solving performance. Furthermore, although TGTS with game mechanics plus the student-generated questions strategy is less effective than TGTS with only game mechanics in puzzle solving, it is in fact more effective in enhancing the algorithmic thinking skills. Additionally, this study demonstrated that TGTS with game mechanics plus the student-generated questions strategy can enhance students' engagement experiences and willingness to participate. This study can be a reference for designing learning activities and developing an online puzzle-based game learning system to promote students’ learning of algorithmic thinking skills. [ABSTRACT FROM AUTHOR]

This is an exploratory study that examines the influence of the gamification approach on student engagement in online discussions. A gamified online discussion tool, gEchoLu, was implemented in an undergraduate level online course, which held 22 online discussions. The data was collected through gEchoLu database, survey, and individual interviews with 12 students and the teaching assistant. The triangulated results revealed that the gamification approach positively affected student engagement. Factors such as technical issues, classmates' behaviors that either promoted or impeded students from engaging in the gamified online discussions were identified. The interview with the teaching assistant (TA) further revealed the influence of the gamification approach on student engagement from an educator's perspective, and the obstacles that the TA encountered in the gamified online discussions. Lessons learned are also shared in detail. [ABSTRACT FROM AUTHOR]

There are already evidences of Serious Games (SG) effectiveness in teaching-learning processes for some areas of knowledge. Some studies analyzed the influence of different interaction modes, with focus on competitive and collaborative SG modes separately. New research studies however, suggest that SG with collaboration and competition altogether, could also provide benefits. A review on Collaborative-Competitive SG (CCSG) was performed, but no methodology was found to design such games. Instead, different research studies claim that specific design features should require attention in the design phase since they may compromise the success of a CCSG in terms of usage and learning. Once the outcome is said to be sensitive to those features, we hypothesized that a CCSG with such concerns altogether still promote learning. Thus, a new CCSG was designed considering all of these features, implemented, put to use and tested. Learning evaluations on a pre-experimental research design showed an increase in knowledge acquisition and level of confidence on students that played the resulting game. Data show that joining all design concerns regarding a CCSG did not compromise game capability to promote learning. Based on the feedback of game use, more features arose and we advocate that they should be considered as design concerns as well. Game design features identified in this work have been proved effective and can be used as guidelines for future educational CCSG. [ABSTRACT FROM AUTHOR]

Over the last few years, the implementation of game elements like badges in non-game environments has become increasingly popular (Butler, 2014). In this study, we tested whether badges, which could be received for successful task performance and specific activities within an e-learning course in a higher education setting, had an impact on students' motivation and performance. In a between-subjects experimental field study, students were randomly assigned to three different conditions (no badges, badges visible to peers, badges only visible to students themselves). The results show that badges have less impact on motivation and performance than is commonly assumed. Independent of condition, students’ intrinsic motivation decreased over time. Contrary to expectation, the badges that could only be viewed by the students themselves were evaluated more positively than those that could also be viewed by others. [ABSTRACT FROM AUTHOR]

This article presents two trial studies using the gamification approach in online discussions to increase student engagement. A gamified online discussion tool, gEchoLu, was designed and implemented. The first trial focused on examining student engagement in online discussions. The results indicated that gEchoLu had positive influences on student behavioral engagement, emotional engagement, and cognitive engagement. The second trial aimed to investigate the effect of specific game elements implemented in gEchoLu on student motivation and engagement in online discussions. Findings from the second trial suggested that badges, thumps-ups , progress bars, and avatars in gEchoLu promoted student engagement in online discussions. The limitations and implications are discussed. [ABSTRACT FROM AUTHOR]

Gamification has been used by many researchers and practitioners in online education to increase students' motivation and engagement. However, studies showed that gamification elements also caused negative effects on learning. Moreover, recent investigations reported stereotype threat by gender had impacted students performance, in particular, the use of a male-dominant leaderboard affected women math performance. In this sense, we attained to conduct a hypothetical study to investigate whether gender stereotype threat in online gamified educational scenarios influences anxiety and performance. We conducted a three-stage survey where participants were asked indirectly about their anxiety, then they were redirected to a hypothetical online gamified system to solve a logic quiz. Afterward, their anxiety was assessed one more time in order to find out how much it had changed. We found evidence indicating the male-stereotyped environment affected participants’ anxiety. [ABSTRACT FROM AUTHOR]

Given the newly reformed recommendations calling for students' engagement in scientific practices, we developed a learning game, entitled Anter: Ant Research Institute, for students to experiene the practices of ant scientists. The development process involved three iterations. The 1st iteration included 23 in-service science teachers (15 junior high school and 8 senior high school) to validate the game content and provide feedback to improve the game design. The 2nd iteration consisted of 103 junior high school (7th-8th grade, aged 12–14) and 95 senior high school (10th-11th grade, aged 15–17) students to evaluate the effectiveness of the game and the experiential value in gameplay. The 3rd iteration included 368 7th graders to test the behavioural learning hierarchy ("do-learn-feel") model. The testing indicated that Anter is effective for students to acquire knowledge about ants and develop skills related to conducting ant investigations. It provided students with a positive experience of value in gameplay, supporting the theorisation of the "do-learn-feel" ordering of relationships. This successful articulation of developing Anter to reliably achieve instructional goals in systematic procedures is of benefit for game-based science learning. • The design of Anter through three iterations of testing is systematically reported. • Anter is effective for students to learn knowledge about ants. • Anter is effective for students to develop the skills related to investigating ants. • Anter provided students with a positive experience of value in gameplay. • The theorisation of the "do-learn-feel" ordering of relationships was supported. [ABSTRACT FROM AUTHOR]

With the global diffusion of digital gaming, there is an increasing call to establish to what extent games and their elements could be harnessed for learning and education. Most research in this field has been conducted in more economically advanced and developed regions, and there is a paucity of research in emerging country contexts. It is argued that gamification can be effectively utilised in these contexts to address learner engagement and motivation. The study investigated the extent to which six determined predictors (perceptions about playfulness, curriculum fit, learning opportunities, challenge, self-efficacy and computer anxiety) influence the advocacy to accept a gamified application by South African tourism teachers. Tourism education was selected for empirical study because of its popularity in developing countries and where the economy heavily depends on the sector. However, it is a highly under researched area. Data was obtained from 209 tourism teachers, and was tested against the research model using a structural equation modelling approach. Findings reveal that the constructs of perceived playfulness, curriculum fit have a positive, direct impact on the construct of behavioural intention. The exogenous constructs of challenge, learning opportunities, self-efficacy and computer anxiety have an indirect effect on behavioural intention via perceived playfulness or curriculum fit. The study may prove useful to educators and practitioners in understanding which determinants may influence the introduction of gamification into formal secondary education. [ABSTRACT FROM AUTHOR]

Gamification is increasingly being used as a way to increase student engagement, motivate and promote learning and facilitate the development of sustainable life skills. Findings from research carried out to date on the effectiveness of gamification in educational contexts can be summarised as cautiously optimistic. However, researchers warn that further and more nuanced research is needed. It is generally accepted that matching an individual's learning style with the appropriate form of an instructional intervention significantly impacts upon the performance of the student and his/her achievement of learning outcomes. It is also widely acknowledged that personality traits have a significant impact on academic achievement. Knowing how individual characteristics will impact on the experience of gamification will inform the effective design of gamified learning interventions and enable its effective integration into the learning environment. This research examines the impact that different learning styles and personality traits have on students'; (1) perceptions of, (2) engagement with and, (3) overall performance in a gamified learning intervention developed using a prediction market. The study evidences a range of responses to gamification based upon individual learning styles and personality traits. Findings suggest that individuals who are orientated towards active or global learning styles have a positive impression of gamification. Other results suggest that extraverted individuals like gamification, while conscientious individuals are less motivated by it. These findings have important implications for practitioners deploying gamification. The key conclusion is that, as a tool for influencing individuals and mediating learning behaviours, gamification must be investigated and deployed in a nuanced manner with due regard paid to issues such as individual learning styles and personality traits. [ABSTRACT FROM AUTHOR]

To enhance students' learning motivation and learning interest, scholars have attempted to incorporate game-based learning (GBL) into courses to improve conventional teaching which is mostly carried out using textbooks, presentations, or videos. However, one-tier tests were mainly adopted in previous GBL, meaning that it was difficult to identify whether students answered questions correctly by understanding knowledge or merely guessed the correct answer. Such tests also make it difficult to provide adequate feedback and guidance during the learning process. In order to solve this problem, a two-tier test-based digital gaming approach (TT-DGA) developed using RPG Maker was proposed in this study. It not only provided students with a more interesting way to learn art and view world-famous artworks in the game, but also introduced a two-tier test in the learning process to help students gradually construct professional art appreciation knowledge. To explore the effects of this approach, a total of 62 university students who took an elective art course were recruited in the current study. A quasi-experimental design was employed and the course was conducted physically during the Covid-19 pandemic. One class was the experimental group which adopted the TT-DGA for learning, while the other class was the control group which adopted the conventional gaming approach (C-DGA). The results showed that the TT-DGA could significantly enhance students' learning achievement of art appreciation, learning motivation, learning attitudes, and flow experience. Based on the behavioral analysis, students in the experimental group were more active than those in the control group in terms of reading art history materials, watching videos, engaging in tests, and playing the game again. Finally, the interview results uncovered that the two-tier test could help students conduct self-inspection, confirm the accuracy of their understandings of knowledge, and correct misconceptions, and that DGBL made the art course more interesting. • A two-tier test-based digital gaming approach for art education is proposed. • An educational computer game was developed based on the proposed approach. • The approach improved students' learning achievement of art appreciation. • The approach improved students' learning motivation. • The approach improved students' self-inspection and accuracy art concepts. [ABSTRACT FROM AUTHOR]

Digital game-based math learning environments (math DGBLE) are promising platforms that provide students with opportunities to master conceptual understanding and cultivate mathematical thinking, on which the contemporary mathematics education places an emphasis. Literature on learning support in digital game-based learning (DGBL) rarely investigate learners' support-use behaviors and interaction patterns in relation to math learning. We addressed this research gap in this exploratory mixed-methods study. We designed and developed a packet of learning supports (i.e., Task Planner and Math Story) in a math DGBLE. Task Planner is designed to assist learners' systematic and planned efforts for math problem solving whereas Math Story features historical stories and real-life applications of math concepts. With the data collected via mixed-methods approach, we extracted six clusters of learning-support-use behaviors via unsupervised machine learning technique (i.e., Gaussian Mixture Model), including 1) skills development and application of mathematical problem decomposition, 2) conceptual knowledge development, 3) metacognitive mathematical connections, 4) metacognitive regulation, 5) information selection using cognitive aids, and 6) sustained motivation for necessary aversive practices. Qualitative multi-cases study revealed nuanced details regarding learners' interactions with the learning supports in DGBLE. Results showed that the designed in-game learning supports facilitated individual meaningful and mindful math problem-solving experiences. The findings suggested that a mixed-methods research design integrating machine learning with multi-cases study could act as a tool for learner behavior and interaction pattern research that informs the design of adaptive and effective DGBL. • A packet of two learning supports was designed for and integrated into digital game-based math learning. • Six clusters of students' learning support use for cognition, metacognition, and intrinsic motivation. • A mixed-methods approach integrating machine learning with multi-cases study is useful for learner behavior research. [ABSTRACT FROM AUTHOR]

Gamification is a thriving technique that has attracted attention in higher education. Despite the increasing number of studies published in recent years, the problem is that the relationships between gamification and students' knowledge, engagement and satisfaction have not yet been theoretically and empirically explored in the same piece of research in the literature. As an added value to the literature, our study provides, for the first time, a complete conceptual framework for the implementation of a global gamification strategy in higher education, which leads to an improvement in the teaching-learning process -The 8-Pointed Higher Education Gamification Star-. This conceptual framework is concretized in a detailed gamified instructional activity -The ECOn+ Star Battles-ready to be replicated in any other higher education context that would be interested in adopting it. Furthermore, our research is supported by a quantitative analysis based on the PLS-SEM data analysis technique proposing The Higher Education Gamification Measurement Scale-HEGx+ and providing statistically significant results that shed light on the influence of gamification on students' knowledge, engagement and satisfaction. Our results conclude that gamification directly influences students' engagement and knowledge. At the same time, gamification does not directly affect students' satisfaction; it indirectly affects it through knowledge and engagement. These results are particularly relevant in a gamified instructional design in higher education where without student satisfaction, gamification and the advantages it can bring to the teaching-learning process are not sustainable in the long term. • The 8-Pointed Higher Education Gamification Star framework is formulated to better understand gamification. • The Higher Education Gamification Measurement Scale-HEGx+ is proposed and tested in Higher Education. • The ECOn + Star Battles show a successful teaching and learning gamified experience. • Empirical evidence is provided on the relationships among students' knowledge, engagement and satisfaction. • Helpful insights and recommendations are made available for academia. [ABSTRACT FROM AUTHOR]

The literature of games in education has a rich and multidisciplinary content. Due to the large number of studies in the field, it is not easy to analyze all relevant studies. There are few studies exploring the big picture of research trends in the field. For this reason, the purpose of this study is to examine longitudinal trends of game-based research in education using text mining techniques. 4980 publications were retrieved as an experimental dataset indexed by the SCOPUS database in the period 1968 to mid-2021. The results include descriptive statistics of game-based research, trends of the research topics, and trends in the frequency of each topic over time. They show that the number of studies focusing on the use of games in education has increased, particularly since the 2000s when Internet use accelerated and became widespread. Approximately 70% of all the studies were conducted in the last 10 years. One third of the studies is related to the main topic of game-based learning. It is significant that in the last three decades the topic of serious games has been among the top three trends. Considering usage acceleration of the topics, the highest values belong to game-based learning, serious games and student science games, in that order. The findings of this study are expected to guide the field by providing a better understanding of the trends of games in education and offer a direction for future research. • Increase in the number of game researches in the last two decades was explored. • Transition to Serious Educational Games and Game-based Learning Terms was seen. • Increase in the number of games developed in science and physical education was explored. • Insufficient number of robust and longitudinal researches was obtained. • The key purpose of the study is to reveal the trends and changes in game in education. [ABSTRACT FROM AUTHOR]

Research has shown that difficulty adaptation is a promising instructional technique in digital game-based learning. Nevertheless, although the strength and direction of difficulty adaptation can affect motivational outcomes, these effects remain insufficiently examined in game-based learning. This within-subject study examined how the strength and direction of difficulty adaptation affected motivational outcomes in digital game-based math learning. The participants were 167 Finnish fifth-graders who studied fractions with the Number Trace game. The game included 144 tasks, half were adapted according to participants' playing performance. Situational interest and perceived difficulty were measured several times with in-game self-report items during the intervention. The manipulation check confirmed that difficulty adaptation was implemented successfully as task correctness and perceived difficulty changed according to the strength and direction of adaptation. Regarding motivational outcomes, two-way repeated-measures ANOVAs showed that the difficulty adaptation increased situational interest, but only when the task difficulty was substantially adapted downwards. Contrary to our expectations, a substantial upwards adaptation of the task difficulty significantly decreased situational interest. Minor adaptation of difficulty did not affect situational interest. The current study contributes to the field of adaptive digital learning environments by highlighting the effects of the strength and direction of difficulty adaptation on motivational outcomes. Theoretical, practical, and methodological implications of the findings are discussed. • Repeated in-game measurements captured temporal changes of situational interest. • Difficulty adaptation affected perceived difficulty as expected. • The strength and direction of difficulty adaptation affected situational interest. • Only substantial adaptation of difficulty affected situational interest. • Changes in task difficulty led to inverse changes in situational interest. [ABSTRACT FROM AUTHOR]

Digital education tools increasingly incorporate mechanisms traditionally associated with video games, such as avatars, defined as mediated representations of human users that facilitate interactions with others. Harnessing avatars to promote behavioral change and positive outcomes—the concept of avatar-focused gamification—is underexplored within educational contexts. The present research examines the potential for instructional designers to influence students' avatar customization orientation—defined as an individual's psychological approach to creating an avatar—to improve education-related outcomes; namely, student performance, self-efficacy, and growth mindset. Results of a field experiment (N = 170) in an undergraduate course suggest that, unexpectedly, using an ideal-self or future-self avatar, compared to an actual-self avatar, was associated with slightly lower exam scores and self-efficacy, though no association was found with growth mindset. Based on these findings, we suggest that educators encourage their students to customize avatars to represent who they actually are, while researchers should continue to explore other types of avatar customization guidelines that might be beneficial for students. • Avatar customization orientation potentially influences student outcomes. • Students customized avatars to represent ideal, future, or actual selves. • Avatars were used in course-related communication through the semester. • Ideal- and future-self avatars unexpectedly hindered performance and self-efficacy. • Actual-self avatars are a better alternative to assign undergraduate students. [ABSTRACT FROM AUTHOR]

Although numerous studies have reported educational benefits of virtual environment (VE), little is known about whether the design-based learning project of developing VEs contributes to pre-service EFL teachers' noticing and utilizing of its pedagogical affordances. Drawing on the affordance theory and the synthesis of qualitative evidence (SQD), this study first aimed to explore the pedagogical affordances of VEs noticed by 78 Korean EFL pre-service teachers. It further investigated how the participants gained benefits in noticing and using these affordances from the SQD-based VE development project. We adopted a qualitative-dominant mixed research approach with multiple data sources, such as interviews, group discussions, reflective journals, and a survey. The findings reported four pedagogical affordances, including communication, engaging learning environment, constructability, and multimodal sharing. The findings also showed that the participants positively evaluated the SQD strategies for noticing and utilizing those affordances in their projects by activating their teacher agency. The study suggests the SQD strategies for the interactive learning environment in which EFL pre-service students can be trained to activate their agency in noticing and using ICT affordances. Academic and practical implications for pre-service teacher training and future research are suggested. • EFL pre-service teachers engaged in virtual environment (VE) development projects. • The project was guided by the synthesis of qualitative evidence (SQD) strategies. • Those teachers noted pedagogical affordances of virtual environments. • The SQD strategies were perceived to help them notice and use VE affordances. [ABSTRACT FROM AUTHOR]

The study reported in this article investigated the use of leaderboards in an English as a foreign language (EFL) course at a Japanese university. The study used self-determination theory as the theoretical foundation to explore how leaderboards affect student performance (i.e., amount of work completed) and foreign language (FL) motivation. It was conducted over a 14-week period with two intact classes of participants; while both classes (i.e., Class 1 and Class 2) were aware of the point system, a leaderboard was used only in Class 1. A quasi-experimental mixed methods research design was utilised to answer two research questions about student performance and motivation. Data showed that a greater number of the participants in Class 2 completed more homework than the weekly point target required, compared to the participants in Class 1. The results of the study suggest that the participants' focus on the extrinsic rewards used by the leaderboard encouraged performance up to the reward threshold but once the threshold had been achieved, performance ceased. They also suggest that the leaderboard's use of points, rank, and forced social comparison to control behaviour resulted in the participants' internally leaning extrinsic motivation shifting to externally grounded extrinsic motivation, undermining intrinsic FL motivation more than supporting it. • This study investigated the use of leaderboards in a gamified EFL course at a Japanese university. • Two classes participated in the study; a leaderboard was used in one of the classes (Class 1). • Class 2 (i.e., non-leaderboard class) completed more homework than the weekly point target required compared with Class 1. • The leaderboard encouraged performance only up to the maximum reward threshold. • The leaderboard shifted internal extrinsic motivation to external extrinsic motivation, undermining intrinsic motivation. [ABSTRACT FROM AUTHOR]

Game-like approaches are becoming increasingly popular in education, with educational games and gamification drawing increasing levels of attention. While games specifically designed for educational purposes have been used for decades, gamification is particularly new and contrasting evidence was presented about its effectiveness. The potential of social networks has also been harnessed by educators and institutions either using popular social networking sites or specific educational instances. This paper studies how well-established approaches (educational game and social networking) compare with more novel ones (gamification and social gamification) in terms of learning performance in an undergraduate course. Four experimental conditions were compared in an experiment (N = 379). Results suggest that all experimental conditions significantly impact on learning performance, but social gamification returned better results in terms of immediacy and for all types of assessments. [ABSTRACT FROM AUTHOR]

There is an increasing interest in using game mechanics to foster user engagement in many real-world contexts. Many previous studies, however, focused on investigating user perceptions, while some experiment studies lacked control groups. Additionally, many studies in the higher education context focused on the discipline of Computer Science and Information Technology, and involved participants mainly in Europe or North America. In this paper, we report the effects of game mechanics on student cognitive and behavioral engagements through two experiment studies conducted in an Asian university. In Study 1, we employed a randomized experiment-control group design. The experiment group (n = 11) attended an education-related course on Designing Questionnaire that incorporated the use of game mechanics (points, badges, and leader board), as well as course activities informed by the Self-Determination theory of motivation. The control group (n = 11) attended the same course and activities taught by the same instructor but without the game mechanics. In a subsequent semester, we repeated the research with a larger cohort of students (Study 2) through a quasi-experiment design (n = 20 experiment, and n = 22 control group). The deployment of game mechanics produced greater student contribution in the discussion forums, but no significant difference on students' recall of factual knowledge. However, we found that the use of game mechanics had a positive effect on motivating students to engage with more difficult tasks, and that the quality of artifacts produced by participants in the experimental groups were higher than those in the control groups. [ABSTRACT FROM AUTHOR]

This paper explores the opportunities and challenges associated with implementing a digital badge system that awards high school credit for students' participation in afterschool programs serving non-dominant youth. Data include interviews and focus groups with 43 students, and interviews with 24 teachers and afterschool mentors and one college admissions director. Across all stakeholders, the most frequently cited opportunity related to the potential that badges hold for establishing learners' credibility outside the context in which their badges were earned by providing a trustworthy record of the skills and achievements that students gain through their participation in the afterschool programs. However, credibility also emerged as the dominant challenge associated with digital badges. Participants observed that in order for badges to succeed in proving one's credibility to external audiences, these audiences—such as college admissions officers and employers—must know about and recognize the validity of badges. Students, teachers, and program staff all expressed the belief that this essential criterion had not yet been achieved. We examine these findings in light of theory and research on the role of artifacts within and outside the communities of practice in which they were created and used. The findings hold implications for designers of openly networked learning environments that seek to span and connect diverse social settings. [ABSTRACT FROM AUTHOR]

In 2001, Prensky proposed the digital game-based learning (DGBL) theory by merging digital games and educational design. Many DGBL studies have been conducted in formal education settings but rarely was the effectiveness of DGBL on adult learners in the context of professional upskilling examined. To examine the influence of DGBL on professional upskilling, we conducted a systematic literature review examining DGBL research conducted over the past 10 years with adult learners. Through analysing 30 articles that met the inclusion criteria, three themes were developed: (a) characteristics of learning-driven digital games, which focus on various learning pedagogies and teaching strategies used in DGBL; (b) game design elements that were used to motivate and sustain players' engagement in learning, and (c) the research findings that could influence the implementation of DBGL. Based on the results, we recommended a purposeful selection of game design elements as extraneous game design elements can inhibit the learning process. Pedagogical frameworks and teaching strategies, such as sustainable feedback and a supportive learning process, are also recommended for the implementation of DGBL. Lastly, the role of teachers and their knowledge about educational design and pedagogies can help ensure the effectiveness of the DGBL. In conclusion, our systematic literature review found supportive evidence for DGBL to be an effective teaching tool if the three areas, game design and development, use of pedagogy, and role of teachers, were addressed. • Digital game-based learning (DGBL) can be an effective teaching tool for professional upskilling. • Purposeful development of game design elements is needed because not all game design elements are essential for learning. • The use of pedagogy and teaching strategies are needed to support adult learners in their upskilling process. • Teachers and their pedagogical knowledge help ensure the effectiveness of the DGBL as a teaching tool. [ABSTRACT FROM AUTHOR]

Gamification, applying game mechanics to nongame contexts, has recently become a hot topic across a wide range of industries, and has been presented as a potential disruptive force in education. It is based on the premise that it can promote motivation and engagement and thus contribute to the learning process. However, research examining this assumption is scarce. In a set of studies we examined the effects of points, a basic element of gamification, on performance in a computerized assessment of mastery and fluency of basic mathematics concepts. The first study, with adult participants, found no effect of the point manipulation on accuracy of responses, although the speed of responses increased. In a second study, with 6–8 grade middle school participants, we found the same results for the two aspects of performance. In addition, middle school participants' reactions to the test revealed higher likeability ratings for the test under the points condition, but only in the first of the two sessions, and perceived effort during the test was higher in the points condition, but only for eighth grade students. [ABSTRACT FROM AUTHOR]

Gamification includes the use of gaming features, such as points or leaderboards, in non-gaming contexts, and is a frequently-discussed trend in education. One way of gamifying the classroom is to introduce leaderboards. Leaderboards allow students to see how they are performing relative to others in the same class. Little empirical research has investigated the impact of leaderboards on academic performance. In this study, 80 female undergraduates took a math test in a virtual representation of a classroom after being exposed to one of three leaderboard conditions: a leaderboard where men held the majority of the top positions, a leaderboard where women held the majority of top positions, and a no leaderboard condition. Participants in the female majority leaderboard condition performed more poorly on the math test than those in the male leaderboard condition, yet demonstrated a higher level of academic identification than those in the male and control conditions. The authors conclude with a discussion of the implications that this study's findings may have for the use of leaderboards within educational environments. [ABSTRACT FROM AUTHOR]

This study investigated the effects of external rewards on fifth graders' motivation, engagement and learning while playing an educational game. We were interested in exploring whether the feedback-rich environment of the game could mitigate the predicted negative effects of external rewards. Data of students' engagement and learning were collected and analyzed at multiple levels. A quasi-experimental design was used to examine the effect of external rewards in one group (n = 50) compared to a control group without such rewards (n = 56). According to the results, the external rewards did not undermine students' motivation (e.g., at proximal and distal levels), however they did not foster disciplinary engagement. On the other hand, students in the reward condition showed significantly larger gains in conceptual understanding (proximal) and non-significantly larger gains in achievement (distal). These results suggest that the predicted negative consequences of external rewards may be addressed in this new generation of learning environments. Future research and contributions of the study are provided. [Copyright &y& Elsevier]

While social networking has already demonstrated its efficiency in e-learning, gamification, which is the use of game-thinking and playful design in non-game contexts, has only shown its potential as a motivational tool. This paper presents the results of testing both social networking and gamification in an undergraduate course, comparing them in terms their effect on students' academic achievement, participation and attitude. The effects of a gamification plugin deployed in a learning management system were compared to those of a social networking site in the same educational setting. We found that both approaches presented better performance than a traditional e-learning approach in terms of academic achievement for practical assignments, but that, when it came to assessing knowledge, the traditional e-learning approach was better. Also challenging current assumptions, participation rates and scores remained low with the new tools, although students' attitudes were positive. [Copyright &y& Elsevier]

Gamification is the use of game design elements and game mechanics in non-game contexts. This idea has been used successfully in many web based businesses to increase user engagement. Some researchers suggest that it could also be used in web based education as a tool to increase student motivation and engagement. In an attempt to verify those theories, we have designed and built a gamification plugin for a well-known e-learning platform. We have made an experiment using this plugin in a university course, collecting quantitative and qualitative data in the process. Our findings suggest that some common beliefs about the benefits obtained when using games in education can be challenged. Students who completed the gamified experience got better scores in practical assignments and in overall score, but our findings also suggest that these students performed poorly on written assignments and participated less on class activities, although their initial motivation was higher. [Copyright &y& Elsevier]

In recent years, using game concepts for educational purposes in digital environments has become continually more popular and relevant. Games can be used to motivate and engage users in regular system use and, in the end, support learners in achieving better learning outcomes. In this context, different kinds of game concepts exist, such as gamification or serious games, each with a different perspective and usefulness in digital learning environments. Because developing and using with game concepts in digital learning environments has recently become more important, and developing them is still not fully established, questions arise about future research directions involving games in digital learning. Therefore, this study aims to identify the state of the field and determine what is relevant when using game concepts in digital learning. To achieve this goal, we present the results of a bibliometric analysis considering more than 10,000 articles between 2000 and 2019 and summarize them to develop a research agenda. This agenda supports researchers and practitioners in identifying avenues for future research. We contribute to theory by providing a detailed understanding of the relevance of game concepts in digital learning. We propose a research agenda to assist researchers in planning future approaches with and about gamification concepts in digital learning. Practical implications are proposed by demonstrating what should be considered when using game concepts in learning environments. • Summary of existing research about game concepts in digital learning considering more than 10.000 studies. • State-of-the-art analysis of how game concepts in relation to digital learning have developed from 2000 to 2019. • Detailed research agenda about how and what we can research about game concepts in digital learning. • Clarification of what is relevant and important when we consider game concepts in digital education. [ABSTRACT FROM AUTHOR]

Leaderboards, a key topic in the gamification literature, are often used to enhance student engagement and motivation through social comparison. Previous research has examined the overall effects of leaderboard versus a no leaderboard condition but paid less attention to how positions on different types of leaderboard may affect students' learning performance, intrinsic motivation, and course engagement. In the two studies, we exposed 50 postgraduate students from two fully online courses to two types of leaderboard (absolute and relative) and measured their learning performance, course engagement, intrinsic motivation, and perceptions. Results suggest that the absolute leaderboard helps intensify students' sense of comparison and competitiveness more than the relative leaderboard. In the absolute leaderboard class, students at different positions showed similar levels of learning performance and course engagement, but a higher position was associated with higher intrinsic motivation. Conversely, in the relative leaderboard class, students ranked in the top third tended to display better learning performance than their peers in the lower two thirds did. Students who ranked in different positions showed similar levels of course engagement and intrinsic motivation for learning. Qualitative analyses based on a survey suggested that the students ranked in the bottom third preferred anonymous (vs public) comparison on an absolute leaderboard but favoured public (vs anonymous) comparison on a relative leaderboard. Most students reported positive attitude toward the use of leaderboards for sustaining comparison and competitiveness. • Examines two specific types of leaderboards: absolute and relative. • Examines the effects of positions on leaderboards on student learning performance. • Examines the effects of positions on leaderboards on student engagement and motivation. • Student preference of public or anonymous comparison depends on leaderboard type. • Provides practical guide for implementing two types of leaderboard. [ABSTRACT FROM AUTHOR]

In recent years, digital game-based learning models with suitable teaching strategies have proved to be of great educational benefit. Two-tier tests are an effective diagnostic tool and can be used to diagnose misconceptions of students. This study therefore designed an educational game with two-tier testing mechanism to detect the misconceptions of students in the game and provide different kinds of feedback for the misconceptions. In addition, we used lag sequence analysis to analyze the behavioral patterns of students exhibited during gameplay to understand the influence of different types of feedback content and reading time on learning effectiveness. The results indicate that digital game-based learning with two-tier testing and general digital game-based learning exert no significant effects on learning effectiveness. However, we did find out from the results of the lag sequence analysis that students who are willing to spend time reading feedback for the misconceptions are likely to achieve better learning effectiveness. Furthermore, incorporating two-tier testing into digital games can effectively reduce mathematics anxiety and help learners learn well. • A digital-game-based learning with two-tier testing approach was proposed. • Two-tier tests can detect the misconceptions and provide feedback. • The approach has been applied to a mathematics courses. • A lag sequential analysis is applied to analyze the results. • The proposed approach can effectively reduce mathematical anxiety. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the design characteristics of game-based learning environments in the research literature through a content analysis. Article text was coded in 194 sampled publications on six primary characteristics and 14 secondary characteristics from 2007 to 2017. The results revealed associations between four groups of primary characteristics for a framework including leveled games, problem solving games, open-world multiplayer games, and immersive multiplayer games. The framework of secondary characteristics included paired positive and negative game mechanics, immediate feedback with technology, reward mechanisms that track progress, supportive multi-sensory learning, team structures, and teams with personalization. We conclude the article with a discussion of primary and secondary characteristics in game-based learning, suggestions for reporting game-based learning research, and directions for future research. • Game design for game-based learning includes primary and secondary characteristics. • A content analysis of the design within194 research articles from 2007 to 2017. • Results include two frameworks of design characteristics. • We recommend that researchers provide more detail on game design in publications. [ABSTRACT FROM AUTHOR]

This paper focuses on the educational possibilities and potential of digital simulation games in higher education. It provides the detailed examination of the true experimental design of a co-creative gamified classroom that could be used in different academic subjects in social science education. In this pedagogical experiment, we tested the effects of a co-creative gamification classroom within a Public Sector Economics course attended by 253 first-year master's students. We used pre-test and post-test examinations, surveys, and interviews to evaluate and compare effects on learning outcomes and course evaluations of different classroom modes (with and without a co-creative approach and digital simulation games). This paper presents a quantitative and qualitative analysis of the proposed experimental design, using treatment and control groups. Our conclusions make a contribution to the discussion of the co-creative approach in education, proving that its digital implementation can develop students' generic and professional skills. We also reveal a more conscious and motivated attitude toward the future profession of those students who participated in the process of creating the game. • Co-creative digital simulation games have the greatest educational potential. • Co-creative approach to digital simulation games improves course evaluation. • Co-creative approach to digital simulation games leads to better student outcomes. • Co-creative gamification classroom forms positive attitudes to future professions. [ABSTRACT FROM AUTHOR]

This study investigated the differences in learners' performance and perceived engagement between three intervention groups in a Science class, using two types of pedagogical intervention: traditional instruction with paper-based quizzes and gamified instruction with gamified e-quizzes as formative assessments. With respect to the gamified instruction, three types of gamification applications were employed: Socrative, Quizizz, and iSpring Learn LMS. The effects of the instructional intervention (n = 94), as well as evaluative feedback, were obtained with the aid of formative quizzes, post-questionnaire surveys, and personal interviews. The results showed that the employment of innovative gamified e-quiz applications (i.e., Socrative, Quizizz, and iSpring Learn LMS) and paper-based quizzes were effective in evaluating students' learning performance, particularly as formative assessment after completing each topic. Finding ways to apply games or game concepts in the classroom can be a promising and innovative tool for educators to engage their students in creative learning skills and attractive competition. • A gamified e-quiz was effective in evaluating learning performance. • A gamified e-quiz can be an alternative solution for a formative assessment system. • Game concepts can be a promising tool to engage students in attractive competition. • Quiz competitions after lectures motivated students to compete with one another. • Feeling of fun, interest, enthusiasm, and curiosity are the characteristics of game concepts. [ABSTRACT FROM AUTHOR]

This study presents a web-based collaborative reading annotation system (WCRAS) with gamification mechanisms to motivate students' annotations behaviors and promote students' reading comprehension performance. The research participants were 55 fifth grade students from two classes of an elementary school in northeastern Taiwan. A quasi-experimental design was adopted to evaluate the effects of the experimental and control groups respectively using WCRAS with and without gamification mechanisms to support digital reading on students' annotation behaviors, collaborative interaction relationship, reading comprehension performance, and immersion experience. The results showed that the experimental group made significantly more annotations across almost all types of reading annotations and response annotations and had a significantly higher degree of immersive experience and social interaction than the control group. However, the difference in reading comprehension performance between the two groups has not been found. In addition, although the experimental group provided more amounts of high-quality annotations, the group did not generate more quantity of annotations related to reading comprehension aspects assessed by PIRLS. These research findings indicate that a gap between the promotion of the quantity and quality of participation and learning outcomes exists. This study is significant to address the need that designs the gamification mechanisms to encourage high-quality annotations that can effectively enhance students' reading comprehension. To better associate game features and learning performance in the WCRAS with gamification mechanisms, future studies are suggested to promote both annotation quality and connection between reading achievement and gamification mechanisms. • A Web-based collaborative reading annotation system (WCRAS) with gamification mechanisms is proposed for digital reading. • Gamified WCRAS can encourage students to make more annotations and promote their engagement in collaborative annotation. • Gamified WCRAS can facilitate learners to generate more qualified annotations in comparison with non-gamified WCRAS. • This study suggests some modifications of the gamified WCRAS due to no significant effects on promoting reading comprehension. • How to better associate game features and learning performance is probably the most critical issue in game-based learning. [ABSTRACT FROM AUTHOR]

Gamification is emerging as a method aimed at enhancing instructional contents in educational settings. However, theoretical underpinnings of the proposed effects of gamification are lacking. This paper applies the theory of gamified learning and extends research exploring the benefits of gamification on student learning through the testing effect. In a quasi-experimental design, university students (N = 473) prepared for three tests using traditional quizzes (i.e., a question, four response options) or gamified online quizzes (i.e., a wager option, a progress bar, encouraging messages). We assumed that students completing gamified quizzes would complete more quizzes and, through the benefits of the testing effect, would demonstrate better learning. Findings supported the testing effect in that students who completed more quizzes performed better on subsequent tests. Furthermore, students who completed the gamified quizzes had significantly better scores on the first test. However, this effect was not due to students completing more quizzes in the gamification group. Additionally, the beneficial effect of gamification did not persist for subsequent tests. This supports that gamification might work through a novelty effect where its influence may not be sustainable. Further analyses showed that higher achieving students benefited more from gamification than lower achieving students. Overall, the results (a) imply that gamification may be a viable option for short-term assignments, (b) highlight concerns of a novelty effect possibly recommending instructors not to use the same gamification method permanently, and (c) indicate that there are contexts where gamification might not be adequate to target low achieving students. Given these results we call for longitudinal studies investigating the novelty effects of gamification and research examining individual differences moderating the effects of gamification. • Testing if gamification features in online quizzes can enhance the testing effect. • Gamification impacted test performance not due to taking more quizzes. • The impact of gamification did not sustain overtime, likely due to a novelty effect. • Lower performing students did not benefit from the gamified quiz format. [ABSTRACT FROM AUTHOR]

Gamified learning systems can enhance both learning outcomes and engagement, but research findings on the effectiveness of such systems are mixed, and there is inadequate attention to theory-grounded designs of gamified learning systems. We address these gaps by conducting a theory-grounded design, development, and evaluation of a gamified e-training system for technology learning. Called GAMESIT, this e-training system has an added gamification layer. Drawing upon Malone's theory of intrinsically motivating instruction, we choose and design gamification elements (e.g., levels, avatar evolution, and distinct visuals) to create appropriate motivational drivers, namely, challenge, curiosity, and fantasy, for learning tasks. We follow a design science framework to iteratively develop GAMESIT and evaluate its effectiveness. In a laboratory experiment, participants using GAMESIT, when compared to those using the non-gamified e-training system, showed improvement in learning outcomes, measured as learners' knowledge comprehension and task performance, and higher engagement, captured through learners' cognitive effort. • Our theory-driven gamified e-training system enhances both learning and engagement. • Demonstrate an approach of systematically designing and testing gamified training. • Demonstrate how to translate theory into effective gamification designs. [ABSTRACT FROM AUTHOR]

Despite the benefits of MOOCs (e.g. , open access to education offered by prestigious universities), the low level of student engagement remains as an important issue causing massive dropouts in such courses. The use of reward-based gamification strategies is one approach to promote student engagement and prevent dropout. However, there is a lack of solid empirical studies analyzing the effects of rewards in MOOC environments. This paper reports a between-subjects design study conducted in a MOOC to analyze the effects of badges and redeemable rewards on student retention and engagement. Results show that the implemented reward strategies had not significant effect on student retention and behavioral engagement measured through the number of pageviews, task submissions, and student activity time. However, it was found that learners able to earn badges and redeemable rewards participated more in gamified tasks than those learners in the control group. Additionally, results reveal that the participants in the redeemable reward condition requested and earned earlier the rewards than those participants in the badge condition. The potential implications of these findings in the instructional design of future gamified MOOCs are also discussed. • A between-subjects design study was conducted in a MOOC with reward-based strategies • Reward-based strategies did not increase student retention and behavioral engagement. • Reward-based groups showed higher completion rates of tasks associated to reward conditions. • Redeemable rewards were claimed significantly sooner than badges. [ABSTRACT FROM AUTHOR]