Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance

Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and acade...

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Veröffentlicht in:	Computers and education Jg. 80; S. 152 - 161
Hauptverfasser:	Hanus, Michael D., Fox, Jesse
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Elsevier Ltd 01.01.2015
Schlagworte:	Classrooms Education Games Human–computer interface Improving classroom teaching Interactive learning environments Students Teaching strategies Virtual reality Interactive learning environments Human–computer interface Teaching strategies Improving classroom teaching Virtual reality
ISSN:	0360-1315, 1873-782X
Online-Zugang:	Volltext
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Abstract	Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students' final exam scores was mediated by students' levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings. •Longitudinal study on effects of gamification in the classroom.•71 students surveyed at four time points in gamified or non-gamified course.•Over time, gamified students were less motivated, empowered, and satisfied.•Gamified course negatively affected final exam grades through intrinsic motivation.•Gamified systems strongly featuring rewards may have negative effects.
AbstractList	Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students' final exam scores was mediated by students' levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings. •Longitudinal study on effects of gamification in the classroom.•71 students surveyed at four time points in gamified or non-gamified course.•Over time, gamified students were less motivated, empowered, and satisfied.•Gamified course negatively affected final exam grades through intrinsic motivation.•Gamified systems strongly featuring rewards may have negative effects. Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students' final exam scores was mediated by students' levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings.
Author	Hanus, Michael D. Fox, Jesse
Author_xml	– sequence: 1 givenname: Michael D. surname: Hanus fullname: Hanus, Michael D. email: hanus.3@osu.edu – sequence: 2 givenname: Jesse surname: Fox fullname: Fox, Jesse email: fox.775@osu.edu
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SubjectTerms	Classrooms Education Games Human–computer interface Improving classroom teaching Interactive learning environments Students Teaching strategies Virtual reality
Title	Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance
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