Gamified learning module – the experiment on motivation, retention, and willingness to learn

An approach to learning that has been gaining increasing attention is the Gamifica-tion of learning materials. Gamification can be defined by the usage of game elements in a non-game context. This master thesis compares the effectiveness of learning about a new technical tool in a larger company, through traditional methodology versus a gamified methodology. The conducted experiment aimed to investigate the engagement, learning performance, and medium-term retention of knowledge of the different groups to evaluate how the learning materials should be structured and developed to improve effectiveness in the future. This thesis explores the concept of Gamification, its elements, and its effect on motivation, performance, retention of knowledge and Gamification in employee training. The experiment to determine the effects of Gamification, gathered a sample of data which was tested through One-way ANCOVA (Analysis of Covariance), to determine the propo-nent's statistical treatment. The data demonstrates that there is generally a higher mean, and thus effectiveness, in the gamified module compared to the traditional module. However, the results did not vary significantly between the two modules. Furthermore, the experiment showed that the employees/participants are general-ly motivated and engaged in learning new topics. Further research is required to test the different game elements and their effect and the motivation and performance as well as the effect on the duration of a training.

近年来愈发受到关注的一种学习路径，是学习素材的游戏化（Gamification）。游戏化可被定义为在非游戏场景中运用游戏元素的实践。本硕士论文针对大型企业中某款新型技术工具的学习场景，对比了传统教学法与游戏化教学法的应用效果。本次实验旨在通过对比不同实验组的参与度、学习表现与知识中期留存率，探究学习素材的合理架构与开发方式，以优化未来学习方案的有效性。本论文围绕游戏化的核心概念、构成要素展开探讨，并分析其对学习动机、学习表现与知识留存率的作用，同时研究员工培训领域的游戏化应用。本次为验证游戏化效果所开展的实验采集了样本数据，并通过单因素协方差分析（One-way ANCOVA, Analysis of Covariance）进行检验，以确定适配的统计分析方案。数据分析结果显示，相较于传统学习模块，游戏化学习模块的平均得分普遍更高，即应用效果更优。但两组模块的实验结果并未呈现出显著差异。此外，实验结果表明，参与实验的员工普遍对学习新内容具备较高动机与参与度。未来仍需开展进一步研究，以验证不同游戏元素的实际作用，及其对学习动机、学习表现的影响，同时探究其对培训时长的作用效果。