TY - JOUR
T1 - Does gamifying homework influence performance and perceived gameful experience?
AU - Metwally, Ahmed Hosny Saleh
AU - Chang, Maiga
AU - Wang, Yining
AU - Yousef, Ahmed Mohamed Fahmy
N1 - Publisher Copyright:
© 2021 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2021/5/1
Y1 - 2021/5/1
N2 - There is a growing body of literature that recognizes the importance of applying gamification in educational settings. This research developed an application to gamify students’ homework to address the concern of the students’ inability to complete their homework. This research aims to investigate students’ performance in doing their homework, and reflections and perceptions of the gameful experience in gamified homework exercises. Based on the data gathered from experimental and control groups (N = 84) via learning analytics, survey, and interview, the results show a high level of satisfaction according to students’ feedback. The most noticeable finding to extract from the analysis is that students can take on a persona, earn points, and experience a deeper sense of achievement through doing the gamified homework. Moreover, the students, on the whole, are likely to be intrinsically motivated whenever the homework is attributed to factors under their own control, when they consider that they have the expertise to be successful learners to achieve their desired objectives, and when they are interested in dealing with the homework for learning, not just achieving high grades.
AB - There is a growing body of literature that recognizes the importance of applying gamification in educational settings. This research developed an application to gamify students’ homework to address the concern of the students’ inability to complete their homework. This research aims to investigate students’ performance in doing their homework, and reflections and perceptions of the gameful experience in gamified homework exercises. Based on the data gathered from experimental and control groups (N = 84) via learning analytics, survey, and interview, the results show a high level of satisfaction according to students’ feedback. The most noticeable finding to extract from the analysis is that students can take on a persona, earn points, and experience a deeper sense of achievement through doing the gamified homework. Moreover, the students, on the whole, are likely to be intrinsically motivated whenever the homework is attributed to factors under their own control, when they consider that they have the expertise to be successful learners to achieve their desired objectives, and when they are interested in dealing with the homework for learning, not just achieving high grades.
KW - Completion rate
KW - Feedback
KW - Gamification
KW - Gamifying homework
KW - Satisfaction
KW - User experience
UR - http://www.scopus.com/inward/record.url?scp=85105465953&partnerID=8YFLogxK
U2 - 10.3390/su13094829
DO - 10.3390/su13094829
M3 - Journal Article
AN - SCOPUS:85105465953
VL - 13
JO - Sustainability (Switzerland)
JF - Sustainability (Switzerland)
IS - 9
M1 - 4829
ER -