Can Gamification Help in Increasing Motivation, Engagement, and Satisfaction? A gamified experience in teaching CS to students from other disciplines

• García-Iruela, Miguel ^[1] ; Hijón-Neira, Raquel ^[1] ; Connolly, Cornelia ^[2]
  1. [1] Universidad Rey Juan Carlos

     Universidad Rey Juan Carlos

     Madrid, España

     
  2. [2] National University of Ireland

     National University of Ireland

     Irlanda

     
• Localización: Education in the knowledge society (EKS), ISSN 1138-9737, ISSN-e 2444-8729, Nº. 23, 2022
• Idioma: inglés
• DOI: 10.14201/eks.26932
• Títulos paralelos:
  • ¿Puede la gamificación ayudar a aumentar la motivación, el compromiso y la satisfacción? Experiencia gamificada en la enseñanza de la informática en alumnos de otras disciplinas
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    La revolución digital está provocando que las nuevas generaciones demanden nuevas formas de aprendizaje. Motivar a los estudiantes a que presten atención y se comprometan con el material se ha convertido en uno de los objetivos de la educación. La gamificación, mediante el uso de elementos típicos del juego en entornos ajenos al juego, transforma el proceso de aprendizaje en una experiencia más motivadora y placentera, por lo que la gamificación ofrece soluciones adecuadas a las necesidades educativas de la nueva generación de estudiantes. Pese a que la mayoría de los estudios han encontrado beneficios del uso de la gamificación, en algunos casos los resultados no han sido alentadores. Varios estudios de revisión sugieren que se necesitan más estudios empíricos para investigar los efectos motivadores del uso de la gamificación en diferentes entornos educativos y para tipos específicos de estudiantes. Este estudio quiere dar respuesta a si el uso del diseño de gamificación propuesto afecta a la motivación, el compromiso y la satisfacción en la enseñanza de la informática en estudiantes universitarios de otras áreas disciplinares como el periodismo y la comunicación audiovisual. El experimento consta de una experiencia gamificada en un aula virtual en Moodle durante cuatro semanas sobre contenidos generales de informática. Se empleó un grupo de control y un grupo test, la diferencia entre ambos era el empleo de elementos gamificados (puntos, insignias, niveles, desbloqueo de tareas…). A partir de los datos obtenidos en este estudio no se encontraron diferencias significativas en motivación y satisfacción entre los distintos grupos ni entre las distintas metodologías. Nuestros resultados demuestran una cierta correlación positiva entre compromiso, motivación y satisfacción. Cabe destacar los valores positivos obtenidos en este tipo de cursos entre todos los alumnos que formaron parte de esta experiencia y metodología.

  • English

    The digital revolution is causing the new generations to demand new ways of learning. Motivating students is one crucial element of the learning-teaching process to achieve students’ learning, which is the main objective of education. Using typical gaming elements in non-game environments, gamification transforms the learning process into a more motivating and enjoyable experience. Therefore, gamification offers adequate solutions for the educational needs of the new generation of students. Although most studies have found benefits from gamification, the results have not been encouraging in some cases. Several review studies suggest that more empirical studies are needed to investigate the motivating effects of using gamification in different educational settings and for specific student types. This study wants to answer whether using the proposed gamification design affects motivation, engagement, and satisfaction in teaching computer science to university students from other disciplinary areas such as journalism and audiovisual communication. The experiment consists of a gamified experience in a virtual classroom in Moodle for four weeks on general computer science content. A control group and a test group were used. The difference between the two was the use of gamified elements (points, badges, levels, task unlocking...). From the data obtained in this study, no significant differences were found in motivation and satisfaction between the different groups or the different methodologies. Our results demonstrate a specific positive correlation between engagement, motivation, and satisfaction. It is worth noting the positive values obtained in this type of course among all the students who were part of this experience and methodology.

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