Student Perceptions of Gamification in Higher Education
Curby Alexander, Texas Christian University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Gamification strategies, such as points, leaderboards, badges, quests, challenges, and immediate feedback, can be an effective way to provide structure to a higher education course. While not all students are motivated by game mechanics such as competition and achievement, many students benefit from the structure that results from a gamified environment. Games are inherently well-defined and rule bound, which provides the structure many students seek when striving to understand instructor expectations and monitor their own progress on class activities and learning goals. In other words, the benefits of gamification may apply to different types of students for different reasons. This mixed methods study investigated student perceptions of gamification strategies in a higher education course, and results indicated that many students benefited from these strategies, even when they interacted with the game mechanics in varied ways.
Alexander, C. (2017). Student Perceptions of Gamification in Higher Education. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1428-1433). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)
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