Incorporating fantasy into gamifcation promotes student learning and quality of online interaction
- Autores: Shurui Bai, Khe Foon Hew, Donn Emmanuel Gonda, Yiyun Huang, Xinyi Liang
- Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 19, 2022
- Idioma: inglés
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Resumen
We used the design-based research approach to test and refne a theoretically grounded goal-access-feedback-challenge-collaboration gamifcation model. The testbed was a 10-week, university-level e-learning design course ofered in two consecutive semesters. In Study 1, we implemented the initial goal-access-feedback-challengecollaboration model in semester one of the 2020–2021 academic year (N=26). The aim was to enhance student behavioral engagement in online discussion forums, afective engagement in the class, and learning performance. The results of Study 1 showed that although most participants were engaged in this gamifed learning experience during the frst two sessions, they gradually lost interest and their participation in online discussions dropped over the next eight weeks. Thus, we introduced a new element, fantasy, into the original model. In Study 2, we tested the efectiveness of the goal-accessfeedback-challenge-collaboration-fantasy model on students’ learning outcomes in semester two of 2020–2021 (N=23). The results of Study 2 suggested that, compared to the original model, the goal-access-feedback-challenge-collaboration-fantasy model can better promote students’ engagement in online discussion, as measured by increased interaction with peers, learning experience, and learning performance.
Keywords: Gamifcation, Fantasy, Narrative, Fully online learning.
