TY - GEN
T1 - Higher education student's attitude towards using gamification and its relation with achievement
AU - Celis, Magna Guerrero
AU - Fajardo, Soraya Yrigoyen
AU - Sambuceti, Giovanna Vassallo
AU - Barros, Rossana
N1 - Publisher Copyright:
© 2023 IEEE.
PY - 2023
Y1 - 2023
N2 - The aim of this study was to determine the possible relation between higher education students' attitude towards the use of gamification with their academic performance. 'Gamification is using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems' [1, p. 10]. 280 first year university students taking a basic mathematics course participated in the study. Gamification activities were part of the course. Students were asked to answer a survey that measured their attitude towards the gamification activities and a survey that assessed their motivation. Students were also assessed on mathematical achievement. Correlations between the measures were carried out to find out if there is a relationship between their attitude toward these activities, their motivation and their performance. Results show that there was a significant relation between attitude towards gamification activities and student's motivation (r=.92, p<.01), but two correlations between attitude and motivation with their mathematical achievement were found non-significant (r=.04,p=.65;r=.02, p=.76). These results highlight the importance of using new activities like gamification to keep students motivated, but this has no relation with their performance. A future experimental study is needed to assess the impact of these activities on students learning.
AB - The aim of this study was to determine the possible relation between higher education students' attitude towards the use of gamification with their academic performance. 'Gamification is using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems' [1, p. 10]. 280 first year university students taking a basic mathematics course participated in the study. Gamification activities were part of the course. Students were asked to answer a survey that measured their attitude towards the gamification activities and a survey that assessed their motivation. Students were also assessed on mathematical achievement. Correlations between the measures were carried out to find out if there is a relationship between their attitude toward these activities, their motivation and their performance. Results show that there was a significant relation between attitude towards gamification activities and student's motivation (r=.92, p<.01), but two correlations between attitude and motivation with their mathematical achievement were found non-significant (r=.04,p=.65;r=.02, p=.76). These results highlight the importance of using new activities like gamification to keep students motivated, but this has no relation with their performance. A future experimental study is needed to assess the impact of these activities on students learning.
KW - academic performance
KW - education
KW - gamification
UR - https://www.scopus.com/pages/publications/85182990689
U2 - 10.1109/ICALTER61411.2023.10372929
DO - 10.1109/ICALTER61411.2023.10372929
M3 - Contribución a la conferencia
AN - SCOPUS:85182990689
T3 - Proceedings of the 2023 IEEE 3rd International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2023
BT - Proceedings of the 2023 IEEE 3rd International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2023
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 3rd IEEE International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2023
Y2 - 13 December 2023 through 15 December 2023
ER -