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Investigating the Impact of Gamified Learning on Post-Secondary Education Student’s Ability to Self-Regulate their Learning
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, , University of Michigan-Dearborn, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This research project investigates how gamified learning impacts motivation, time management and grade prediction for post-secondary education students. A gamified learning management system (LMS) was used in two different undergraduate courses from a teacher certification program. Participants completed pre and post semester surveys that asked them about their ability to predict their final grade and also included questions about the assignments they envisioned completing throughout the course. Students were also asked to complete a course “pathway” document at different points during the course to assess their overall progress in the class and make determinations as to whether they were staying on track towards their target grade.

Citation

Hill, D. & Brunvand, S. (2016). Investigating the Impact of Gamified Learning on Post-Secondary Education Student’s Ability to Self-Regulate their Learning. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2067-2070). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 3, 2020 from .

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