Gamification in Academia : Does Psychological Engagement Boost Performance?

Warning

This publication doesn't include Faculty of Economics and Administration. It includes Faculty of Social Studies. Official publication website can be found on muni.cz.

Authors

KRATOCHVÍL Tomáš VACULÍK Martin PROCHÁZKA Jakub HAMARI Juho

Year of publication 2022
Type Article in Periodical
Magazine / Source International Journal of Game-Based Learning
MU Faculty or unit

Faculty of Social Studies

Citation
Web https://www.igi-global.com/gateway/article/304433
Doi http://dx.doi.org/10.4018/IJGBL.304433
Keywords academia; achievements; engagement; gamification; gamified course design; goal-setting theory; performance; self-determination theory
Attached files
Description Gamification is increasingly applied in contexts where personal performance is of importance. However, the psychological nature of their relation has not been thoroughly examined. The authors investigated how achievement-based gamification impacts attitudinal engagement and performance across 6 university courses. The authors created challenges and badges connected to coursework and measured students’ engagement and performance while gamifying the course in 1 year of the 2-year quasi-experiment. In the other year, the authors examined engagement, performance, and would-be-attained achievements were the course gamified. Results show students performed moderately better in gamified condition. Moreover, badges had a guiding effect on students as badge-awarding actions were carried out more in gamified courses. Importantly, the authors found a small mediation effect of engagement in gamification-performance relation. The authors thus conclude badges may be a useful method when gamifying academic performance and that work attitudes are a useful framework to further examine the relation.
Related projects:

You are running an old browser version. We recommend updating your browser to its latest version.