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首页> 外文期刊>The international journal of engineering education >An Empirical Study on the Impact of Lab Gamification on Engineering Students' Satisfaction and Learning
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An Empirical Study on the Impact of Lab Gamification on Engineering Students' Satisfaction and Learning

机译：实验室游戏化对工科学生满意度和学习影响的实证研究

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The aim of this study was to investigate the effects of lab activity gamification on students' motivation, engagement, and learning outcome based on students' performance and students' perspective. This study was an extension of our previous studies, which only considered the data from gamification systems, leaving several open questions about students' perspective. Two types of websites, Gamification (GM) and Non-gamification (NG) were used. While the GM website included game elements such as a Badge System, Score, Avatar, Leaderboard, Level, and Feedback (Notification), the NG website was a traditional website without game elements. In these websites, students conducted two main activities: creating their own questions (MCQs) and answering questions authored by classmates. Students were asked to complete the questionnaire regarding active learning, game elements, and motivation. Several statistical analyses were conducted to test four hypotheses, and results indicated support for all hypotheses. The results suggest that the application of gamification in engineering lab activities as a supporting tool has a positive effect on students' motivation, engagement, and learning outcome based on the consistency between students' performance in and subjective satisfaction with the gamification system. In addition, the results of frequency analysis indicate that 80% of students were motivated by "Ranking" and "Score" and 50% of students felt fun due to "Badges", "Feedback", and "Avatar". Students chose "Ranking" and "Score" as the game elements to be retained in the new gamification system.
机译：这项研究的目的是根据学生的表现和观点，研究实验室活动游戏化对学生的动机，参与和学习成果的影响。这项研究是我们先前研究的延伸，该研究仅考虑了游戏化系统中的数据，留下了一些有关学生观点的开放性问题。使用了两种类型的网站：游戏化（GM）和非游戏化（NG）。通用汽车网站包括徽章系统，得分，头像，排行榜，等级和反馈（通知）等游戏元素，而NG网站是没有游戏元素的传统网站。在这些网站中，学生进行了两项主要活动：创建自己的问题（MCQ）和回答同学提出的问题。要求学生填写有关主动学习，游戏元素和动机的问卷。进行了一些统计分析以检验四个假设，结果表明支持所有假设。结果表明，游戏化在工程实验室活动中作为支持工具的应用，基于学生对游戏化系统的表现与主观满意度之间的一致性，对学生的动机，参与度和学习成果产生积极影响。此外，频率分析的结果表明，有80％的学生受到“排名”和“得分”的激励，而50％的学生由于“徽章”，“反馈”和“头像”而感到乐趣。学生选择了“排名”和“得分”作为要保留在新游戏化系统中的游戏元素。

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