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Gamification in the classroom: Examining the impact of gamified quizzes on student learning

机译：课堂游戏化：研究游戏化测验对学生学习的影响

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摘要

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.
机译：游戏化作为一种​​旨在增强教育环境中的教学内容的方法正在兴起。但是，缺乏游戏化拟议效果的理论基础。本文运用游戏化学习理论，并通过测试效果扩展了探索游戏化对学生学习的益处的研究。在准实验设计中，大学生（N = 473）准备使用传统测验（即问题，四个回答选项）或游戏化的在线测验（即下注选项，进度条，鼓励消息）进行三项测试。我们假设完成游戏化测验的学生将完成更多的测验，并且通过测试效果的好处，将表现出更好的学习效果。结果支持测试效果，因为完成更多测验的学生在后续测试中表现更好。此外，完成游戏化测验的学生在第一次测试中的分数明显更高。但是，这种效果并不是由于学生在游戏化小组中完成了更多的测验。此外，游戏化的有益效果并未在后续测试中持续存在。这支持游戏化可能通过新颖的效果发挥作用，而这种影响可能无法持久。进一步的分析表明，成绩优异的学生比游戏成绩较低的学生受益于游戏化。总体而言，结果（a）暗示游戏化可能是短期任务的可行选择;（b）强调对新颖性的担忧，可能建议教员不要永久使用相同的游戏化方法，并且（c）表明存在游戏化可能不足以针对成绩不佳的学生的情况。鉴于这些结果，我们要求进行纵向研究以调查游戏化的新颖性，并进行研究以个体差异来缓和游戏化的影响的研究。

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