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Using Gamification to Foster Intrinsic Motivation and Collaborative Learning: A Comparative Testing
PROCEEDING

, , FernUniversität in Hagen, Germany

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The study investigated the use of a gamification concept, with points and leaderboards, in on-campus seminars for a distance higher education, bachelor’s class. Intrinsic motivation and collaborative learning, allied to specific learning objectives, were brought into focus. Comparative data was collected in a between-groups design. In total, 97 students took part in the study: 46 participants in the control group (non-gamified) and 51 students in the treatment group (gamified). The findings showed a highly significant difference in intrinsic motivation, as well as in the frequency of completing pre-defined tasks, between both groups. Awarded points for all working groups in the gamified on-campus seminars, indicated the implementation of the targeted peer-reviews by the students who participated. In addition, high scores for the groups’ work outcomes in the peer review provided supporting evidence of a successful collaborative learning.

Citation

Bovermann, K. & Bastiaens, T. (2018). Using Gamification to Foster Intrinsic Motivation and Collaborative Learning: A Comparative Testing. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1128-1137). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved June 26, 2019 from .

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