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

ID: 52737 Type: Full Paper: Research
  1. Klaudia Bovermann and Theo Bastiaens, FernUniversität in Hagen, Germany

Tuesday, June 26 2:15-2:45 PM

Presider:
Heather May Gautreau, University of Alberta, Canada

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.

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