Gamification in Academia : Does Psychological Engagement Boost Performance?
| Authors | |
|---|---|
| Year of publication | 2022 |
| Type | Article in Periodical |
| Magazine / Source | International Journal of Game-Based Learning |
| MU Faculty or unit | |
| 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. |
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