Will inducing educational games in virtual learning environments enhance students’ engagement?

TY - CONF

T1 - Will inducing educational games in virtual learning environments enhance students’ engagement?

AU - Alkhadragy, Rania

AU - Abdullah, Qabirul

PY - 2023/12

Y1 - 2023/12

N2 - Background Gamifications refer to the use of a games and game-based action for people involvement, motivation and supporting learning processes (Chaudhary, 2010; Kapp, 2012). Gamification is still in its early crawling phase and neither supportive nor satisfactory evidence on its beneficiary for educational programs (Dichev & Dicheva, 2017). This action research was conducted to plan for using games (teaching intervention) in medical education modules delivered online. Students as research partners; their views points will be used as guide for further development of educational games in VLE. Summary Of Work A survey has been used to assess students’ perception of the need of gamification on boards and their effectiveness. Semi structured interviews (students) and focus group (staff) were designed to have more in-depth information. The latter designed to discuss with module leads their viewpoints concerning gamifications, the possible benefits, anticipated challenges, and any suggestions for future games design. Summary Of Results Our participants have linked their motivation to competition elements of gaming, either being ranked among peers or having a higher score: “Students thinking, they are better than others because of competitive nature. Some may not cope well with the competitive environment” Our participants agree that gamification will help them to become more ambitious for success, increase their confidence and allow them to see their achievements and weak areas requiring improvement. Discussion And Conclusion There are many reported challenges linked to application of gamification, apart from the design of gamification, which is not the concern of the current study. Although competition reported to motivate students in general, this doesn’t seem to be the case when discussing gender differences. Some studies reported that ranking in educational games adversely affects women and may decrease their motivation (Hanus and Fox, 2015). An interesting finding was reporting adverse effect of ranking on extroverted students (Smiderle et al, 2020). Gamification is a double-edged sword, if not properly used, it will lead to reversible outcomes. Take Home Messages • Gamifications were linked with positive outcomes. • There is limited research on gamifications benefits in educational settings, and limited evidence on designing motivational activities. • There is a need for further research to support these findings

AB - Background Gamifications refer to the use of a games and game-based action for people involvement, motivation and supporting learning processes (Chaudhary, 2010; Kapp, 2012). Gamification is still in its early crawling phase and neither supportive nor satisfactory evidence on its beneficiary for educational programs (Dichev & Dicheva, 2017). This action research was conducted to plan for using games (teaching intervention) in medical education modules delivered online. Students as research partners; their views points will be used as guide for further development of educational games in VLE. Summary Of Work A survey has been used to assess students’ perception of the need of gamification on boards and their effectiveness. Semi structured interviews (students) and focus group (staff) were designed to have more in-depth information. The latter designed to discuss with module leads their viewpoints concerning gamifications, the possible benefits, anticipated challenges, and any suggestions for future games design. Summary Of Results Our participants have linked their motivation to competition elements of gaming, either being ranked among peers or having a higher score: “Students thinking, they are better than others because of competitive nature. Some may not cope well with the competitive environment” Our participants agree that gamification will help them to become more ambitious for success, increase their confidence and allow them to see their achievements and weak areas requiring improvement. Discussion And Conclusion There are many reported challenges linked to application of gamification, apart from the design of gamification, which is not the concern of the current study. Although competition reported to motivate students in general, this doesn’t seem to be the case when discussing gender differences. Some studies reported that ranking in educational games adversely affects women and may decrease their motivation (Hanus and Fox, 2015). An interesting finding was reporting adverse effect of ranking on extroverted students (Smiderle et al, 2020). Gamification is a double-edged sword, if not properly used, it will lead to reversible outcomes. Take Home Messages • Gamifications were linked with positive outcomes. • There is limited research on gamifications benefits in educational settings, and limited evidence on designing motivational activities. • There is a need for further research to support these findings

KW - Technology enhanced laerning

KW - gamification

KW - studnets' engagemnt

UR - https://amee.assetbank-server.com/assetbank-amee/action/viewAsset?id=4076&searchId=-1&index=2&total=4&view=viewSearchItem

M3 - Abstract

SP - 849

EP - 850

T2 - AMEE Conference, 2023

Y2 - 26 August 2023 through 30 August 2023

ER -