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The impact of a forfeit-or-prize gamified teaching on e-learners’ learning performance
ARTICLE

, School of Network Education, China

Computers & Education Volume 126, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The present study aims to explore the impact of three reward strategies on adult e-learners’ learning performance in a gamified teaching process. One hundred and eighty participants who were recruited for the experiment were evenly assigned to three groups, with Group A adopting the forfeit-or-prize reward strategy, Group B employing the prize-only reward strategy, and Group C applying the no-prize-no-forfeit strategy. A pretest, an immediate posttest, a delayed posttest and two questionnaires were adopted as instruments for the study. The results showed that the forfeit-or-prize pattern and the prize-only pattern could exert a significantly better impact on the e-learners’ learning than the no-prize-no-forfeit pattern. Additionally, the forfeit-or-prize pattern elicited better knowledge retention than the prize-only pattern. The two questionnaires revealed that the forfeit-or-prize pattern and the prize-only pattern could stimulate students' motivation in learning, although a high-level anxiety was perceived by the subjects assigned to the forfeit-or-prize pattern. Possible explanations and implications are discussed.

Citation

Ge, Z.G. (2018). The impact of a forfeit-or-prize gamified teaching on e-learners’ learning performance. Computers & Education, 126(1), 143-152. Elsevier Ltd. Retrieved May 26, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.07.009

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