Abstract
Abstract
University students often complain their learning activities, such as boring lectures, non-interactive materials, and long-sitting hours, which not only decrease learners’ motivation and satisfaction, but also deteriorate their learning outcomes. Inspired by the gamification literatures, the current research aims to study whether gamification helps improve learning efficacy. Gamification is the utilization of game design techniques, game thinking and game mechanics to enhance non-game context. Based on the ‘student-centered learning theory’, we propose that, through the game-play process (gamification-embedded learning environment), learners shall feel less stressed but more confident in their learning journey, which in turn leads to a positive learning outcome. To achieve the research aim, a mixed method approach is proposed. Research participants (N=200 students) are recruited from the University of East London, in line with the ethical guidelines. For the purpose of data collection, participants (learners) are assigned to different conditions, allowing the researchers to observe and examine the gamification effect in learning. Learners’ views and experiences are gathered through interviews and questionnaires, and analyzed by quantitative- and qualitative-techniques. It is our hope that the proposed research will bring new insights to the gamification-learning literatures, advancing the knowledge of student-learning practices. Research findings will contribute to the amalgamation of various gamification-learning viewpoints, explaining how students’ learning journeys could be facilitated and enriched by gamification. Findings will also help teaching practitioners, such as university lecturers and business mentors, appreciate the gamification function and maximize its potential in their pedagogical practices.
Keywords: Gamification; Learning; Pedagogical Practices; Students; University.