Implementing Gamified Teaching: Exploring the Effects of Gamification and Personal Types in an Economics Course
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| Title: | Implementing Gamified Teaching: Exploring the Effects of Gamification and Personal Types in an Economics Course |
|---|---|
| Language: | English |
| Authors: | Szendroi, László (ORCID |
| Source: | International Journal of Game-Based Learning. 2022 12(1). |
| Availability: | IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Game Based Learning, Economics Education, Undergraduate Students, Outcomes of Education, Learner Engagement, Student Motivation, Relevance (Education), Personality Traits |
| DOI: | 10.4018/IJGBL.294014 |
| ISSN: | 2155-6849 2155-6857 |
| Abstract: | In this study, a gamification process was implemented in an undergraduate course of Economics that consisted 397 students. The primary purpose of the research was to empirically validate the effects of gamification in terms of the variables of engagement, motivation, entertainment, perceived relevance of the course, knowledge increase and participation. To ascertain these, a questionnaire was administered to the participants. The results indicated that gamification provided significant positive effect on all variables listed above except motivation. Additional objectives of the article were to link the effects to Marczewski's player types, namely, Philanthropists, Socialisers, Free spirits, Achievers, Players, and Disruptors, and to measure whether there are differences between the types in terms of the variables indicated above. Gamification resulted in positive effects on all player types except the player type of Disruptors. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1344060 |
| Database: | ERIC |
| Abstract: | In this study, a gamification process was implemented in an undergraduate course of Economics that consisted 397 students. The primary purpose of the research was to empirically validate the effects of gamification in terms of the variables of engagement, motivation, entertainment, perceived relevance of the course, knowledge increase and participation. To ascertain these, a questionnaire was administered to the participants. The results indicated that gamification provided significant positive effect on all variables listed above except motivation. Additional objectives of the article were to link the effects to Marczewski's player types, namely, Philanthropists, Socialisers, Free spirits, Achievers, Players, and Disruptors, and to measure whether there are differences between the types in terms of the variables indicated above. Gamification resulted in positive effects on all player types except the player type of Disruptors. |
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| ISSN: | 2155-6849 2155-6857 |
| DOI: | 10.4018/IJGBL.294014 |
