Supporting data for “Investigating the Effects of Gamification on Student Learning Engagement and Performance”

There are 12 datasets in this folder. This study aims to understand how two gamification design models would affect students’ learning performance and intrinsic motivation in learning. The first model is the goal-access-feedback-challenge-collaboration GAFCC gamification design model. The second model is the goal-access-feedback-challenge-collaboration-fantasy GAFCC-F gamification design model.To measure the students’ learning performance, a pre-intervention test, a mid-term test, and a post-intervention test were administered. The pre-intervention test contained seven short essay questions examining students’ prior ability to name an appropriate instructional strategy to obtain a given learning outcome. This test was conducted in the first session of the course. The following are sample questions from the test: What are some important elements of a good lesson objective? What are the instructional strategies to teach “concepts”? What are the instructional strategies to teach “facts”? I measured the students’ learning performance with a mid-term exam (i.e., at Week 5). This test examined both the students’ factual knowledge (i.e., explanations of concepts and differentiation of several e-learning design models) and problem-solving ability (i.e., application of appropriate instructional strategies to address a real-world instructional scenario). The post-intervention test referred to the following three final assignments: a) design a storyboard to train customer-facing representatives to sell one beauty product, b) analyze one e-learning hack and c) design and build content for one online Moodle course. Students’ intrinsic motivation was measured and compared three times (i.e., pre-test, mid-term, post-test) using the interest/enjoyment subscale of the Intrinsic Motivation Inventory (IMI, Ryan, 1982). In this study, we used all seven items from the interest/enjoyment subscale of IMI to measure the students’ intrinsic motivation in a gamified class at three stages: (a) pre-intervention, (b) mid-term, and (c) post-intervention stages. An example of the interest/enjoyment item is “I enjoyed doing this activity very much”.

本文件夹内包含12个数据集。本研究旨在探究两种游戏化设计模型对学生学习成效及内在学习动机的影响。第一种模型为目标-获取-反馈-挑战-协作（GAFCC）游戏化设计模型，第二种模型为在GAFCC模型基础上增加幻想元素（GAFCC-F）的游戏化设计模型。为评估学生的学习成效，本研究实施了干预前测试、中期测试和干预后测试。干预前测试包含七个简答题，旨在考察学生在特定学习成果下选择适宜教学策略的能力。该测试在课程第一节课进行，以下为测试中的示例问题：一堂优秀课程目标的重要要素有哪些？教授“概念”的教学策略有哪些？教授“事实”的教学策略有哪些？我使用中期考试（即第5周）来衡量学生的学习成效，该考试旨在考察学生的知识掌握（即对概念的解释和几种电子学习设计模型的区分）以及问题解决能力（即应用适宜教学策略解决实际教学场景）。干预后测试涉及以下三项最终作业：a）设计一个故事板，以培训面向客户的代表销售一种美容产品，b）分析一种电子学习技巧，c）设计和构建一门在线Moodle课程的内容。学生的内在动机通过内在动机量表（IMI，Ryan，1982）的兴趣/愉悦子量表进行了三次测量和比较（即前测、中期和后测）。本研究使用IMI兴趣/愉悦子量表中的所有七个条目，在游戏化课堂的三个阶段（a）干预前，（b）中期，（c）干预后）衡量学生的内在动机。一个兴趣/愉悦条目的示例是“我非常享受这项活动”。