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College Students' Perceptions of Pleasure in Learning - Designing Gameful Gamification in Education

机译：大学生对学习的愉悦感-设计游戏性游戏化

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Gamification, the use of game design elements in non-gaming context, has been introduced to education as a novel teaching and learning approach to engage learners. Current literature has focused on finding ways to afford the playfulness and gamefulness of gamification. This paper has studied college students' perceptions of pleasure in learning to explore the underlying aspects of enjoyment in their learning experiences. Based upon the playful experiences (PLEX) design framework (Arrasvuori et al., 2011), we distributed an online survey to 235 college students and used Principal Component Analysis (PCA) to find four underlying aspects of pleasurable learning experiences among the participants: instruction (Cronbach's a = .84), instructors' teaching styles (Cronbach's a = .87), learning effectiveness (Cronbach's a = .71), and collaboration (Cronbach's a = .71). This scale can be used for gamification designers to identify the key game design elements for their target learners. We have also examined the effects of gender, majors, computer skills, and gaming habits on participants' preferences for pleasure in learning. Majors resulted in statistically significant differences among the participants' attitudes towards collaboration (F(6. 212) = 5.84, p < .001, Eta-square = .14). The implications of the findings are also discussed in the paper.
机译：游戏化是在非游戏环境中使用游戏设计元素的一种手段，已被引入教育领域，作为一种吸引学习者的新颖教学方法。当前的文献集中在寻找提供游戏化的趣味性和游戏性的方法。本文研究了大学生在学习中的愉悦感，以探索他们学习经历中愉悦的潜在方面。基于游戏体验（PLEX）设计框架（Arrasvuori et al。，2011），我们对235名大学生进行了在线调查，并使用主成分分析（PCA）在参与者中发现了愉悦的学习经历的四个基本方面：指导（Cronbach的a = .84），讲师的教学风格（Cronbach的a = .87），学习效果（Cronbach的a = .71）和协作（Cronbach的a = .71）。这个量表可用于游戏设计者确定目标学习者的关键游戏设计元素。我们还研究了性别，专业，计算机技能和游戏习惯对参与者的学习乐趣偏好的影响。专业生在参与者对合作的态度上产生了统计学上的显着差异（F（6。212）= 5.84，p <.001，Eta-square = .14）。本文还讨论了这些发现的含义。

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    《International journal on E-learning》 |2020年第2期|93-123|共31页
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    Fort Hays State University USA;

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