Gamification in Education: Testing the Effects of Implementing Gamification to Flashcards
Author
Thomsen, Dennis Lundgaard
Term
4. term
Education
Publication year
2013
Submitted on
2013-05-31
Pages
78
Abstract
Dette speciale undersøger, hvordan gamification (spilgørelse—tilføjelse af spilelementer til ikke-spilaktiviteter) påvirker en enkel læringsøvelse. Vi gennemgår relevant teori for at definere begrebet og vælge en passende tilgang. Som case bruges en flashkortøvelse til at lære at stave hollandske ord. Der udvikles to versioner: en basisversion uden gamification og en version med gamification. Deltagere prøver begge versioner; efter hver gennemspilning tager de en test, der måler, hvor mange ord de kan stave. De udfylder også et spørgeskema om oplevet fornøjelse og motivation. Resultaterne viser, at deltagerne ikke ser ud til at lære flere ord med den gamificerede version i disse tests, men de oplever større fornøjelse og er mere tilbøjelige til at spille igen. Det peger på øget motivation og mulig brugerfastholdelse (sandsynligheden for at vende tilbage til øvelsen).
This thesis investigates how gamification—adding game-like elements to non-game activities—affects a simple learning exercise. We review relevant theory to define the concept and choose a suitable approach. As a case, we use a flashcard exercise for learning to spell Dutch words. Two versions are developed: a basic version without gamification and a version with gamification. Participants try both versions; after each playthrough they take a test that counts how many words they can spell. They also complete a questionnaire about enjoyment and motivation. The results indicate that participants do not appear to learn more words with the gamified version in these tests, but they report greater enjoyment and a higher willingness to play again. This points to increased motivation and potential user retention (the likelihood of returning to the exercise).
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