Incorporating fantasy into gamification promotes student learning and quality of online interaction

Shurui Tiffany BAI, Khe Foon HEW, Donn Emmanuel GONDA, Biyun HUANG, Xinyi LIANG

Research output: Contribution to journalArticlespeer-review

Abstract

We used the design-based research approach to test and refine a theoretically grounded goal-access-feedback-challenge-collaboration gamification model. The testbed was a 10-week, university-level e-learning design course offered in two consecutive semesters. In Study 1, we implemented the initial goal-access-feedback-challenge-collaboration model in semester one of the 2020–2021 academic year (N = 26). The aim was to enhance student behavioral engagement in online discussion forums, affective engagement in the class, and learning performance. The results of Study 1 showed that although most participants were engaged in this gamified learning experience during the first two sessions, they gradually lost interest and their participation in online discussions dropped over the next eight weeks. Thus, we introduced a new element, fantasy, into the original model. In Study 2, we tested the effectiveness of the goal-access-feedback-challenge-collaboration-fantasy model on students’ learning outcomes in semester two of 2020–2021 (N = 23). The results of Study 2 suggested that, compared to the original model, the goal-access-feedback-challenge-collaboration-fantasy model can better promote students’ engagement in online discussion, as measured by increased interaction with peers, learning experience, and learning performance. Copyright © 2022 The Author(s).
Original languageEnglish
Article number29
JournalInternational Journal of Educational Technology in Higher Education
Volume19
DOIs
Publication statusPublished - Jun 2022

Citation

Bai, S., Hew, K. F., Gonda, D. E., Huang, B., & Liang, X. (2022). Incorporating fantasy into gamification promotes student learning and quality of online interaction. International Journal of Educational Technology in Higher Education, 19. Retrieved from https://doi.org/10.1186/s41239-022-00335-9

Keywords

  • Gamifcation
  • Fantasy
  • Narrative
  • Fully online learning

Fingerprint

Dive into the research topics of 'Incorporating fantasy into gamification promotes student learning and quality of online interaction'. Together they form a unique fingerprint.