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Engaging Asian students through game mechanics: Findings from two experiment studies

机译：通过游戏机制吸引亚洲学生：两项实验研究的发现

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摘要

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. (C) 2015 Elsevier Ltd. All rights reserved.
机译：在许多现实世界中，使用游戏机制来促进用户参与的兴趣与日俱增。但是，之前的许多研究都集中在调查用户的感知上，而一些实验研究则缺乏对照组。此外，高等教育领域的许多研究都集中在计算机科学和信息技术学科上，并且主要涉及欧洲或北美的参与者。在本文中，我们通过在亚洲一所大学进行的两项实验研究，报告了游戏机制对学生认知和行为参与的影响。在研究1中，我们采用了随机实验-对照组设计。实验组（n = 11）参加了与教育相关的“设计调查表”课程，该课程结合了游戏机制（点，徽章和排行榜）的使用，以及根据自我决定动机理论进行的课程活动。对照组（n = 11）参加了由同一位讲师教授的相同课程和活动，但没有游戏技巧。在随后的一个学期中，我们通过准实验设计（n = 20个实验，n = 22个对照组）对更多的学生群体（研究2）进行了重复研究。游戏机制的部署在讨论论坛上为学生带来了更大的贡献，但对学生对事实知识的回忆没有显着差异。但是，我们发现使用游戏机制对激励学生从事更困难的任务具有积极作用，并且实验组参与者产生的人工制品的质量高于对照组。 （C）2015 Elsevier Ltd.保留所有权利。

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