Efficacy of Gamification Techniques in Enhancing Motivation and Learning Outcomes in Online Courses in Egypt
DOI:
https://doi.org/10.47672/ajodl.2017Keywords:
Gamification Techniques, Motivation, Learning Outcomes, Online CoursesAbstract
Purpose: The aim of the study was to assess the efficacy of gamification techniques in enhancing motivation and learning outcomes in online courses in Egypt.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: The study found that incorporating elements of gamification, such as points, badges, leaderboards, and progress tracking, can positively impact learners' engagement and motivation. These techniques often foster a sense of achievement and competition, encouraging learners to actively participate and persist in their learning endeavors. Additionally, gamification can facilitate personalized learning experiences, allowing learners to progress at their own pace and receive immediate feedback. Moreover, gamified online courses tend to promote a more enjoyable and immersive learning environment, which can lead to improved retention and comprehension of course material. However, the effectiveness of gamification depends on various factors, including the design of the gamified elements, learners' preferences, and the context of the course.
Implications to Theory, Practice and Policy: Self-determination theory, flow theory and cognitive load theory may be used to anchor future studies on assessing the efficacy of gamification techniques in enhancing motivation and learning outcomes in online courses in Egypt. Educators should focus on designing gamified learning experiences that are not only engaging but also meaningful and relevant to learners' educational goals. Policymakers should incentivize the adoption of gamification in online education through funding initiatives, professional development opportunities, and recognition programs.
Downloads
References
Chen, Y., & Lee, H. (2020). Gamification and its effects on intrinsic motivation and self-regulated learning in an online language learning environment. Computers & Education, 156, 103967.
Csikszentmihalyi, M. (2014). Flow and the foundations of positive psychology. Springer.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
eLimu. (n.d.). About Us. Retrieved from https://e-limu.org/about-us/
Garcia, C., Martinez, D., & Lopez, E. (2019). The effects of gamified quizzes on student performance in an online mathematics course. International Journal of Educational Technology in Higher Education, 16(1), 20.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? -- A literature review of empirical studies on gamification. In 47th Hawaii International Conference on System Sciences (pp. 3025-3034).
INEP - Instituto Nacional de Estudos e Pesquisas Educacionais AnÃsio Teixeira. (2019). Censo da Educação Superior 2018: Notas EstatÃsticas. Retrieved from http://portal.inep.gov.br/censo-da-educacao-superior
Joksimović, S., Gašević, D., & Kovanović, V. (2015). Social presence in online discussions as a process predictor of academic performance. Journal of Computer Assisted Learning, 31(6), 638-654. DOI: 10.1111/jcal.12105
Kim, M., Park, N., & Choi, H. (2022). A meta-analysis of gamification in online education: Effects on motivation and learning outcomes. Computers & Education, 179, 104380.
Li, Q., & Wu, X. (2023). The long-term effects of gamification on student motivation and knowledge retention in online history education. Educational Technology Research and Development, 71(2), 905-925.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved from https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Ministry of Electronics and Information Technology, Government of India. (2019). Annual Report 2018-19. Retrieved from https://meity.gov.in/writereaddata/files/Annual_Report_2018-19.pdf
National Center for Education Statistics. (2018). Distance education courses for public elementary and secondary school students: 2017-18. Retrieved from https://nces.ed.gov/pubs2019/2019026.pdf
National Open University of Nigeria. (n.d.). About Us. Retrieved from https://www.nou.edu.ng/about-us
Presidencia de la República. (2019). Estrategia Digital Nacional: Mxico Digital 2018-2024. Retrieved from https://www.gob.mx/presidencia/es/documentos/estrategia-digital-nacional-mexico-digital-2018-2024
Reeve, J. (2012). A self-determination theory perspective on student engagement. In Handbook of research on student engagement (pp. 149-172). Springer.
Smith, A., & Johnson, B. (2018). The impact of gamification on student engagement and learning in an online biology course. Journal of Online Learning Research, 4(3), 289-306.
Sweller, J., Ayres, P., & Kalyuga, S. (2019). Cognitive load theory. Springer.
UK Department for Education. (2019). Higher education student statistics: UK, 2018/19. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/905173/Higher_Education_Student_Statistics-_UK_2018-19.pdf
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
Wong, S., & Tan, L. (2021). The impact of gamification on extrinsic motivation and academic integrity in online education. Computers & Education, 159, 104032.
Zhao, Y., & Liu, S. (2023). Enhancing problem-solving skills and critical thinking abilities through gamified simulations in online engineering education. Interactive Learning Environments, 31(5), 659-675.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Noam Alice
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.