Cilt 18, Sayı 3, Sayfalar 180 - 196 2017-07-01

Exploring Graduate Students' Perspectives towards Using Gamification Techniques in Online Learning

Daniah ALABBASI [1]

136 0

    Teachers and educational institutions are attempting to find an appropriate strategy to motivate as well as engage students in the learning process. Institutions are encouraging the use of gamification in education for the purpose of improving the intrinsic motivation as well as engagement. However, the students’ perspective of the issue is under-investigated. The purpose of this research study was to explore graduate students’ perspectives toward the use of gamification techniques in online learning. The study used exploratory research and survey as the data collection tool. Forty-seven graduate students (n = 47) enrolled in an instructional technology program studied in a learning management system that supports gamification (TalentLMS). The average total percentages were calculated for each survey section to compose the final perspective of the included students. The results showed a positive perception toward the use of gamification tools in online learning among graduate students. Students require effort-demanding, challenging, sophisticated learning systems that increase competency, enhance recall memory, concentration, attentiveness, commitment, and social interaction. Limitations of the study are identified, which highlights the need for further research on the subject matter.

Gamification,graduate student,online learning,game element,perspective,technique
  • Aghazamani, A. (2010). How do university students spend their time on Facebook? An exploratory study. Journal of American Science, 6 (12), 730-735. Angelino, L., Williams, F., & Natvig, D. (2007). Strategies to Engage Online Students and Reduce Attrition Rates. The Journal of Educators Online, 4(2), 1-14. Armier Jr., D. D., Shepherd, C. E., & Skrabut, S. (2016). Using game elements to increase student engagement in course assignments. College Teaching, 64 (2), 64-72. DOI:10.1080/87567555.2015.1094439 193 Bocchi, J., Eastman, J., & Swift, C. (2004). Retaining the Online Learner: Profile of Students in an Online MBA Program and Implications for Teaching Them. Journal of Education for Business, 79(4), 245-53. Retrieved December 20, 2016, from OmniFile Full Text Mega database. Buckley, P., & Doyle, E. (2014). Gamification and student motivation. Interactive Learning Environments, DOI: 10.1080/10494820.2014.964263 Charles, D., Charles, T., McNeill, M., Bustard, D., & Black, M. (2011). Game‐based feedback for educational multi‐user virtual environments. British Journal of Educational Technology, 42 (4), 638-654. doi:10.1111/j.1467-8535.2010.01068.x Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: investigating student perceptions of game elements. Journal of Information Systems Education, 25 (3), 233-244. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification. Retrieved July 1, 2016, from https://www.cs.auckland.ac.nz/courses/compsci747s2c/lectures/paul/definitiondeterding.pdf Dicheva, D., Dichev C., Agre G., & Angelova G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18 (3), 75–88. Dominguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernandez-Sanz, L., Pages, C., & Martinez-Herraiz, J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. Flores, J. F. F. (2015). Using gamification to enhance second language learning. Digital Education Review, 27, 32-54. Franco-Mariscal, A. J., Oliva-Martínez, J. M., & Gil, M. L. A. (2015). Students' perceptions about the use of educational games as a tool for teaching the periodic table of elements at the high school level. Journal of Chemical Education, 92 (2), 278-285. Gauthier, A., Corrin, M., & Jenkinson, J. (2015). Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid. Computer and Education, 87, 24-34. DOI:10.1016/j.compedu.2015.03.017 Haaranen, L., Ihantola, P., Hakulinen, L., & Korhonen, A. (2014). How (not) to introduce badges in online exercises. SIGCSE '14 Proceedings of the 45 th ACM technical symposium on Computer science education, 33-38. DOI:10.1145/2538862.2538921 Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. Paper presented at the 2014 47 th Hawaii International Conference on System Sciences, 3025-3034. DOI:10.1109/HICSS.2014.377 Hanus, M., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80 (0), 152 – 161. 194 Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons. Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 1-32), New York: IGI Global. Landers, R. N., & Callan, R. C. (2011). Casual Social Games as Serious Games: The Psychology of Gamification in Undergraduate Education and Employee Training. London: Springer London. Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15 (2), 1-5. Li, C., & Irby, B. (2008). An Overview of Online Education: Attractiveness, Benefits, Challenges, Concerns and Recommendations. College Student Journal, 42(2), 449-58. Retrieved December 20, 2016, from OmniFile Full Text Mega database. Morris, B. J., Croke, S., Zimmerman, C., Gill, D., & Romig, C. (2013). Gaming science: the “Gamification” of scientific thinking. Frontier Psychology. http://dx.doi.org/10.3389/fpsyg.2013.00607 Muilenburg, L., & Berge, Z. (2005). Student Barriers to Online Learning: A factor analytic study. Distance Education, 26(1), 29-48. Retrieved January 1, 2017, from OmniFile Full Text Mega database. Nguyen, T. (2015). The effectiveness of online learning: beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11 (2), 309-319. Poole, S., Kemp, E., Patterson, L., & Williams, K. (2014). Get your head in the game: Using gamification in business education to connect with generation Y. Journal for Excellence in Business Education, 3 (2). Reiter, B. (2013). The epistemology and methodology of exploratory social science research: crossing popper with Marcuse. Retrieved July 3, 2016, from http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1099&context=gia_facpub Sanmugam, M., Abdullah, Z., Zaid, N. M. (2014). Gamification: Cognitive Impact and Creating a Meaningful Experience in Learning. In Engineering Education (ICEED), 2014 IEEE 6th Conference. Kuala Lumpur: IEEE. Tsai, F-H. (2013). The development and evaluation of an online formative assessment upon single-player game in e-learning environment. Journal of Curriculum and Teaching, 2 (2), 94-101. Tyler-Smith, K., (2006). Early Attrition Among First Time eLearners: A Review of Factors that Contribute to Drop-out, Withdraw and Non-completion Rates of Adult Learners Undertaking eLearning Programs. MERLOT Journal of Online Learning and Teaching, 2(2), 73-85. Urh, M., Vukovic, G., Jereb, E., & Pinta, R. (2015). The model for the introduction of gamification into e-learning in higher education. Procedia - Social and Behavioral Sciences, 197, 388- 397. DOI: 10.1016/j.sbspro.2015.07.154 Wilson, D., Calongne, C., & Henderson, S. B. (2015). Gamification challenges and a case study in online learning. Internet Learning, 4 (2), 84-102.
Konular
Dergi Bölümü Articles
Yazarlar

Yazar: Daniah ALABBASI
E-posta: dalabbasi@ksu.edu.sa
Ülke: Saudi Arabia


Bibtex @araştırma makalesi { tojde328951, journal = {Turkish Online Journal of Distance Education}, issn = {1302-6488}, address = {Anadolu Üniversitesi}, year = {2017}, volume = {18}, pages = {180 - 196}, doi = {10.17718/tojde.328951}, title = {Exploring Graduate Students' Perspectives towards Using Gamification Techniques in Online Learning}, language = {en}, key = {cite}, author = {ALABBASI, Daniah} }
APA ALABBASI, D . (2017). Exploring Graduate Students' Perspectives towards Using Gamification Techniques in Online Learning. Turkish Online Journal of Distance Education, 18 (3), 180-196. DOI: 10.17718/tojde.328951
MLA ALABBASI, D . "Exploring Graduate Students' Perspectives towards Using Gamification Techniques in Online Learning". Turkish Online Journal of Distance Education 18 (2017): 180-196 <http://dergipark.gov.tr/tojde/issue/30454/328951>
Chicago ALABBASI, D . "Exploring Graduate Students' Perspectives towards Using Gamification Techniques in Online Learning". Turkish Online Journal of Distance Education 18 (2017): 180-196
RIS TY - JOUR T1 - Exploring Graduate Students' Perspectives towards Using Gamification Techniques in Online Learning AU - Daniah ALABBASI Y1 - 2017 PY - 2017 N1 - doi: 10.17718/tojde.328951 DO - 10.17718/tojde.328951 T2 - Turkish Online Journal of Distance Education JF - Journal JO - JOR SP - 180 EP - 196 VL - 18 IS - 3 SN - 1302-6488- M3 - doi: 10.17718/tojde.328951 UR - http://dx.doi.org/10.17718/tojde.328951 Y2 - 2017 ER -
EndNote %0 Turkish Online Journal of Distance Education Exploring Graduate Students' Perspectives towards Using Gamification Techniques in Online Learning %A Daniah ALABBASI %T Exploring Graduate Students' Perspectives towards Using Gamification Techniques in Online Learning %D 2017 %J Turkish Online Journal of Distance Education %P 1302-6488- %V 18 %N 3 %R doi: 10.17718/tojde.328951 %U 10.17718/tojde.328951