Gamification of in-class activities in flipped classroom lectures

For higher education, the question of how in-class activities can be supported in large lectures is of great relevance. This paper suggests a gamified flipped classroom approach to address this challenge. In an experimental study, N = 205 educational science students performed either gamified in-class activities using a gamified quiz with points and a team leaderboard, or non-gamified in-class activities using exercise sheets. In line with the theory of gamified learning, the results show a positive indirect effect of gamification on application-oriented knowledge that is mediated by learning process performance. Furthermore, based on a self-determination theory framework, the results show positive effects of gamified in-class activities on intrinsic motivation and social relatedness, but no significant effect on competence need satisfaction. The study provides insights into a particular casual construct of game design elements (points and team leaderboards) triggering specific mechanisms (immediate task-level feedback and team competition) affecting a mediator (learning process performance) that in turn affects a learning outcome (application-oriented knowledge).     

Gaming personality and game dynamics in online discussion instructions

Gamification is the use of game mechanics to drive game-like engagements and actions. It applies game mechanics, dynamics and frameworks to promote desired learning behaviours. Positive and effective gamification could enhance learning and engage learners in more social and context-rich decision-making for problem-solving in learning tasks. Effective gamification design should understand the game personalities of learners, social engagement styles, and intrinsic- and extrinsic-motivated user styles initially and evaluate and select appropriate game mechanics, game dynamics, to create ideal gamification instructions. The research question this study investigated is: How will four types of gaming personalities (i.e. Explorer, Socialiser, Killer and Achiever) predict the level of game dynamics in online discussion environments? This study concluded that examining how gaming personalities relate to game dynamics in a gamified online discussion instruction is not sufficient to design effective gamification. It suggests future studies in game instructions should focus on the relationships between game dynamics, gamification contexts, gaming personalities or preferences, dynamic gaming engagement styles, etc.     

在线学习中学习者对游戏化元素偏好的研究

整合游戏化学习理念是解决在线学习动机难以维持的方法之一,但对于落实该理念载体的游戏化元素,目前的理论和实证探索还处于初步阶段。鉴于学习者心理需求对于游戏化元素的选取至关重要,研究试图从学习者对游戏化元素偏好的视角开展研究,进而为利用游戏化元素优化在线学习提供参考。通过文献探讨,总结了游戏化元素的三分类体系(动力类、机制类、组件类),并设计了三维度偏好指标(有趣性、重要性、有用性)。对在线学习者的调查发现:(1)在线课程中只涉及部分游戏化元素,属于轻游戏化;(2)学习者对三类游戏化元素在整体偏好上没有差异;(3)学习者对三类游戏化元素在具体偏好指标上有所差异,对动力类元素偏好其重要性,对机制类元素偏好其重要性和有用性,对组件类元素偏好其有趣性;(4)对游戏化学习的态度会积极影响在线学习动机。基于上述结果,研究就如何针对不同学习需求选取适当的游戏化元素提出了相应建议。     

Gamification of Entrepreneurship Education

Gamification—the use of gameplay mechanics for nongame applications—enables learning by doing, yet questions abound about its effectiveness for education. This teaching brief reports on the gamification of an entrepreneurship course using a stand‐alone gamification platform integrated with Shopify, a global e‐commerce platform for online stores. Students experienced the entire entrepreneurship process from ideation to launch of a real business and beyond. A live leaderboard allows tracking of team performance and provides a competitive element to the experiential learning. The gamification involved the creation and operation of online ventures by 269 undergraduate students during a trimester‐long undergraduate entrepreneurship course. The assessment of student learning outcomes shows that the gamified approach enhanced students’ experience, engagement, and entrepreneurial self‐efficacy. I conclude with pedagogical observations to assist instructors in implementing a gamified approach.     

Gamification and student motivation

The literature suggests that gamified learning interventions may increase student engagement and enhance learning. We empirically investigate this by exploring the impact of intrinsic and extrinsic motivation on the participation and performance of over 100 undergraduate students in an online gamified learning intervention. The paper makes a number of contributions. First, by synthesizing the literature the central concepts required for a learning intervention to be considered gamified are mapped and the development of an online gamified learning intervention is described. Second, the effect of gamification on learning outcomes is examined using a pre- and post-intervention survey. We find that gamified learning interventions have a positive impact on student learning. Third, our results show that while generally positive, the impact of gamified intervention*ns on student participation varies depending on whether the student is motivated intrinsically or extrinsically. These findings will be of practical interest to teaching and learning practitioners working in a range of educational contexts, and at all levels of education, who wish to increase student engagement and enhance learning.     

非英语专业大学生英语学习动机及激发策略

以问卷和访谈为工具,研究非英语专业大学生英语学习动机现状及激发策略。研究结果发现：中国非英语专业大学生学习英语的个人发展动机最强。七种动机的强度顺序依次为：个人发展动机,成绩动机,学习情景动机,信息媒介动机,内在兴趣动机,社会责任动机,出国动机。教师应充分掌握其变化规律和特点,有针对性地采用适当的教学策略和措施,培养和激发学生的英语学习动机。     

Integration of Gamification into Course Design: A Noble Endeavor with Potential Pitfalls

In this article, we provide a commentary on the current state of gamification in higher education by reviewing the research literature, noting a lack of research focused on the design of gamified postsecondary courses. To address this issue, we discuss four potential pitfalls instructors may encounter when designing gamified learning activities. We conclude with suggestions related to how instructors can avoid these common stumbling blocks.     

Effects of homework motivation and worry anxiety on homework achievement in mathematics and English

Direct and mediating effects of homework worry anxiety on homework effort and homework achievement and the differences in the structural relations among homework motivation constructs and homework achievement across mathematics and English homework were examined in 268 tenth graders in China. Homework motivation included task value, homework self-efficacy, homework worry anxiety, and motivation application. Homework accomplishments were rated by mathematics and English teachers. Homework value had positive effects on homework effort and worry anxiety in both subjects. Homework self-efficacy had positive and negative effects on homework effort and worry, respectively. Homework worry mediated the relation of homework value to effort and to achievement; the relation was more prominent in mathematics than in English homework. The mediating effects of worry anxiety in the relation of self-efficacy to homework effort and to achievement were significant only in mathematics. The domain specificity and direct and mediating effects were discussed in the cultural and educational context.     

Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs,and motivation

In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on absenteeism and achievement were also analysed. As predicted, multi-level analyses showed that students in the student-centred learning environment reported higher levels of perceived autonomy, competence, relatedness and motivation, measured by pleasure and effort. Furthermore, boys were less absent. Achievement shows no differences. These results suggest that a student-centred form of learning can be more beneficial for students' motivation if granted autonomy is embedded in a supportive environment.     

Applied Gamification: Reframing Evaluation in Post-Secondary Classrooms

This piece reports on an early attempt at gamification (reframing post-secondary classrooms drawing on the structure of games). The attempt began in the 2011–2012 academic year and is structured to allow students substantial autonomy in determining which assignments, and how many of them, to complete over the course of the semester. Initial results show small increases in overall student achievement and suggest students may take greater risks in their learning in gamified classrooms. Themes in student responses to gamified classrooms are reported, challenges for both faculty and students in employing such an approach (e.g., pacing student work, confronting assumptions about the nature of academic work, and communicating the nature of the system) are discussed, along with strategies that can help address them.     

Digital game elements,user experience and learning: A conceptual framework

The primary aim of this paper is to identify and theoretically validate the relationships between core game design elements and mechanics, user motivation and engagement and consequently learning. Additionally, it tries to highlight the moderating role of player personality traits on learning outcomes and acceptance and suggest ways to incorporate them in the game design process. To that end, it outlines the role of narrative, aesthetics and core game mechanics in facilitating higher learning outcomes through intrinsic motivation and engagement. At the same time, it discusses how player goal orientation, openness to experience, conscientiousness, sensation seeking and need for cognition influence the translation of the gameplay experience into valuable learning outcomes and user acceptance of the technology.     

Achievement-oriented beliefs and their relation to academic expectations and school achievement among Qatari students

This study investigated the relation between motivational goals and university intentions, school valuing and school achievement. The premise of this study is that motivational goals play a key role in academic values and achievement. Confirmatory factor analysis was conducted to establish the construct validity of the motivational measures drawn from the Inventory of School Motivation (ISM): mastery (effort and task), performance (competition and social power), social solidarity (social concern and affiliation), extrinsic (praise and token). A set of eight regression analyses was conducted to examine the relations among these eight motivational measures, future goals to attend college, the value of school and six school subjects. Eight regression equations revealed that effort and task were the most significant predictors of the dependent variables of university intention, valuing school and school achievement scores. Students in Qatar exhibited ‘effort and task’ in goal motivation in relation to students’ beliefs regarding future academic goals and achievement scores in school subjects. As Qatar is a highly gender-segregated society, analyses were also conducted by gender.     

网络游戏参与动机与学习动机的相关分析

网络游戏对青少年有很强的吸引力,同时也具有一定的教育启发功能;这一吸引力与学习过程的结合将有效促进游戏与教育的双赢.本文以动机为研究视角,运用主成分分析与典型相关分析方法,深入研究网络游戏参与动机与学习动机的匹配关系.结果显示,社会学习、自我肯定的游戏参与动机与求知成就、个人前途的学习动机存在正相关关系;娱乐猎奇、逃避归属则与外部期望、物质激励存在相关关系.     

Differential relations of constructivist and didactic instruction to students' cognition,motivation, and achievement

This study examined how constructivist and didactic instruction was related to students' cognitive, motivational, and achievement outcomes in English classrooms, using a sample of 3000 Grade 9 students from 108 classrooms in 39 secondary schools in Singapore. Results of hierarchical linear modeling showed differential cross-level relations. After controlling for students' prior achievement, constructivist instruction was a significant positive predictor of students' deep processing strategies, self-efficacy, task value, and English achievement, whereas didactic instruction was a significant positive predictor of students' surface processing strategies and a negative predictor of English achievement. Our findings underscore the importance of linking instructional practices with multiple outcomes, including psychological factors that are important for student learning.     

The longitudinal effects of teacher judgement and different teacher treatment on students’ academic outcomes

The self-fulfilling prophecy model of Brophy and Good was applied to the area of teacher judgement in order to disclose the processes of how teacher judgement of student achievement influences students’ future academic outcomes. It was assumed that achievement and achievement motivation might be affected through the mediating processes of student-perceived positive and negative teacher treatment, which represents students’ perceptions of teachers’ actions towards them. A sample of 294 Chinese fifth-grade students and their eleven English language teachers were tracked over one school year. Structural equation modelling showed that after controlling for prior achievement and achievement motivation, teacher judgement was directly related to students’ future achievement, expectancy for success and level of aspiration. These relations were partially mediated by perceived negative teacher treatment. Teacher judgement was related to students’ academic self-concept and pride in English learning, and fully mediated by both perceived positive and negative teacher treatment. The study supported the model of Brophy and Good and identified the specific processes of how teacher judgements can become self-fulfilled. Positive and negative teacher treatment had different mediating effects. Compared with positive teacher treatment, perceived negative treatment was related to student academic outcomes more extensively.     

Motivation and social cognitive theory

This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology.     

You cannot do this alone! Increasing task interdependence in cooperative educational videogames to encourage collaboration

Complex, multimedia software such as educational videogames offer a wide range of elements to modify learner behavior. The adjustment of such software might support learning, especially in complex settings like collaborative or cooperative scenarios. Coming from a theoretical background of educational psychology, our experiment seeks to implement the “jigsaw strategy” within educational videogames. We conducted an experiment with sixty participants to compare conditions with or without increased task interdependence through the jigsaw strategy (i.e., the distribution of game elements and essential information). The participants had to rebuild a house from the 1894 novel Effi Briest within an adjusted version of the “sandbox” game Minecraft. The results show increased play performance, and learning outcomes with increased task interdependence. We conducted mediator and moderator analysis, which revealed a strong impact of play performance on learning outcomes. Additional analyses of mental effort, cognitive load, and efficiency allowed for deep insights into the playing and learning process. These insights enrich current theories about collaboration, mental strain, and the working memory effect and highlight the applicability of collaborative mechanics within educational videogames.     

题库型游戏评测批判性思维能力研究

作为21世纪学习者的必备技能,批判性思维能力的培养和测评变得越来越重要。本文拟突破传统的纸笔测试,设计并开发一款测量中小学生批判性思维能力的工具。近年来,游戏化测评技术成为大数据时代评价学习的重要方式。游戏化测评可将观察到的学习行为对测评对象实现即时反馈。本研究设计了题库型游戏测评工具,将游戏化元素与批判性思维能力指标相结合,让测评对象在游戏情境中作出相应决策,通过在线行为了解其能力水平。研究发现,测评对象的批判性思维能力水平处于中等水平;得分高的测评对象会花更多的时间研读游戏情境中出现的重要信息,如例题等。本研究使用虚拟游戏元素使测评对象投入到任务情境中,以更真实、更快速的方式实现对批判性思维能力的评估,同时也期望利用游戏化测评技术推动大数据背景下其他高阶思维能力测评的发展。     

Student Motivation and Learning in Mathematics and Science: A Cluster Analysis

The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students’ self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students’ psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science.     

A cross-classified path analysis of the self-determination theory model on the situational,individual and classroom levels in college education

According to self-determination theory (SDT), the extent to which students’ motivation is self-determined is critical for academic performance. SDT also proposes that self-determined academic motivation is facilitated when the learning environment supports the basic psychological needs for autonomy, relatedness, and competence. This model of social support → needs satisfaction → motivation → learning outcomes is termed the general SDT model. Current evidence regarding this general SDT model is limited, in that, to date, no study has examined it in full using within-individual methods, which are critical for understanding inner psychological processes and mechanisms. Using a large and comprehensive college student dataset (total N of responses = 30,765), the current study aims to apply a within-individual analytical approach to the general SDT model. Specifically, we apply a cross-classified path model to account for both the between-student level and between-classroom level nesting structure. This model enables us to explain the relationships between the variables in the general SDT model on three levels: situational (within-student and within-classroom), between-student, and between-classroom.The results generally support the predictions on all three levels. For a student, a classroom, or a student’s specific experience within a classroom, the general SDT model received support. Most importantly, when the same student in the same classroom experiences higher levels of autonomy support, she or he is more likely to have her or his psychological needs satisfied and to study for self-determined reasons, which are associated with higher perceived learning performance. Various unexpected results, such as the direct effects of learning climate and the predominance of the competence need, are also reported. Overall, the current research provides a comprehensive and multilevel understanding of the role of self-determination in college classrooms.