What Perception Do Students Have About the Gamification Elements?

What Perception Do Students Have About the Gamification Elements?

What Perception Do Students Have About the Gamification Elements?

Miguel Garcia-Iruela  ; Raquel Hijón-Neira

Abstract

“The use of the mechanics and elements of games in non-ludic environments (Gamification) has increased in non-ludic contexts in various areas including education. This study focused on the perception that students have of the different elements of gamification in three different experiences, after which students were asked to answer a survey about the gamified elements of the course in which they participated. In the three experiences, Feedback, levels, points and missions stand out as the best valued, despite the fact that, for example, “time limit” were little valued by the students, it can be useful in the design of a gamified experience, but its use must be well regulated to avoid possible negative aspects and favor a good experience for the student. On the other hand, though badges were also been well valued by students in the longest experiences, in the shortest experience, it was one of the worst rated elements. Finally, the elements that students liked the least of all those analyzed, were the leaderboard and the blocked content.”

Reference

Garcia-Iruela, M., & Hijón-Neira, R. (2020). What Perception Do Students Have About the Gamification Elements?. IEEE Access, 8, 134386-134392.  https://ieeexplore.ieee.org/abstract/document/9146122

Keywords

Task analysis, Games, Vocational training, Operating systems, Licenses, Computational modeling, Gamification, gamification elements, higher education