Gamification during Covid-19: Promoting active learning and motivation in higher education

Gamification during Covid-19: Promoting active learning and motivation in higher education

Gamification during Covid-19: Promoting active learning and motivation in higher education

By Elvira G. Rincon-Floresand Brenda N. Santos-Guevara

Abstract

“Virtual teaching modalities urgently implemented during the Covid-19 pandemic require strategies to motivate students to participate actively in higher education. Our study found that gamification using a reward-based system is a strategy that can improve the educational experience under exceptional circumstances. This article reports the results of two gamified undergraduate courses (Calculus and Development of Transversal Competencies) designed with a reward system. The results derived from analyses of online surveys, the final grades, and their correlations revealed that gamification helped motivate students to participate actively and improved their academic performance, in a setting where the mode of instruction was remote, synchronous, and online. From the results we conclude that gamification favours the relationship between attention, participation, and performance, while promoting the humanisation of virtual environments created during academic confinement.”

Reference

Rincon-Flores, E. G., & Santos-Guevara, B. N. (2021). Gamification during covid-19: Promoting active learning and motivation in higher education. Australasian Journal of Educational Technology, 37(5), 43-60. doi:10.14742/ajet.7157 https://ajet.org.au/index.php/AJET/article/view/7157

Keyword

Gamification, game rewards, motivation, innovative education, academic confinement, research