Research Article
BibTex RIS Cite

The effects of gamified instructional material on learners’ perceived motivation and academic achievement

Year 2023, , 789 - 807, 30.09.2023
https://doi.org/10.31681/jetol.1353075

Abstract

Since motivation is known to be a critical factor, approaches, methods, techniques, and materials that would affect motivation positively are utilized in learning and teaching processes. Gamification is used by including game components into teaching processes to enhance students’ motivation, attract their attention to the lesson and boost academic achievement. The aim of the present study was to explore the effect of using gamified materials in the instruction of electronic spreadsheet programs on learners’ perceived motivation, academic achievement, and opinions regarding the gamified teaching material. The study was conducted using triangulation in the explanatory sequential design combining qualitative and quantitative research methods. In the fall semester of 2021-2022, the participants consisted of 90 undergraduate students attending the Faculty of Education of a university in Türkiye. Data collection was conducted through personal information forms, instructional materials motivation survey, electronic spreadsheet program achievement test, opinion survey and system records. The data were analysed using descriptive statistics, repeated measures analysis of variance and descriptive analyses. The results indicated that there was no significant difference in terms of motivation and academic achievement between the experimental group (using gamified materials) and control group (using videos). It was also seen that the students in the experimental group generally held positive opinions about gamified teaching materials.

References

  • Aguilera, B. V., & Martínez, E. A. (2017). Gamification, a Didactic Strategy In Higher Education. In EDULEARN17 Proceedings (pp. 6761-6771). IATED.
  • Aparicio, M., Bacao, F., & Oliveira, T. (2016). An e-learning theoretical framework. An e-learning theoretical framework, (1), 292-307.
  • Bolat, Y. İ., Şimşek, Ö. & Ülker, Ü. (2017). Oyunlaştırılmış çevrimiçi sınıf yanıtlama sisteminin akademik başarıya etkisi ve sisteme yönelik görüşler. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1741-1761.
  • Bozkurt, A. & Uçar, H. (2018). E-Öğrenme ve e-sınavlar: Çevrimiçi ölçme değerlendirme süreçlerinde kimlik doğrulama yöntemlerine ilişkin öğrenen görüşlerinin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 745-755.
  • Çeker, E., & Özdamlı, F. (2017). What" Gamification" Is and What It's Not. European Journal of Contemporary Education, 6(2), 221-228.
  • Cherry, K. (2023, May 3). Motivation: The Driving Force Behind Our Actions. Verywell Mind. https://www.verywellmind.com/what-is-motivation-2795378
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). Sage publications.
  • Das, K. (2019). The role and impact of ICT in improving the quality of education: An overview. International Journal of Innovative Studies in Sociology and Humanities, 4(6), 97-103.
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (9-15).
  • Güler, C. & Güler, G. E. (2015). Çevrimiçi öğrenme ortamlarında oyunlaştırma: rozet kullanımı. Eğitim ve Öğretim Araştırmaları Dergisi, 4(3), 125-130
  • Güzel, S. (2023). Gamified lesson plan development with ELT pre-service teachers: A gamified google classroom experience. Journal of Educational Technology and Online Learning, 6(1), 202-220. DOI: 10.31681/jetol.1158404
  • Hamari, J. (2019). Gamification. The Blackwell Encyclopedia of Sociology, 1-3.
  • Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’digital technology in university teaching and learning. Studies in higher education, 42(8), 1567-1579.
  • Hernández-Fernández, A., Olmedo-Torre, N., & Peña, M. (2020). Is classroom gamification opposed to performance?. Sustainability, 12(23), 9958.
  • Holmes, B., & Gardner, J. (2006). E-learning: Concepts and practice. Sage.
  • International Society for Technology in Education. (2017). ISTE STANDARDS FOR EDUCATORS. ISTE.: https://www.iste.org/standards/for-educators
  • Isabelle, D. A. (2020). Gamification of entrepreneurship education. Decision Sciences Journal of Innovative Education, 18(2), 203-223.
  • Ivanova, G., Kozov, V., & Zlatarov, P. (2019, May). Gamification in software engineering education. In 2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO) (pp. 1445-1450). IEEE.
  • Ivanovic, Z., & Milenkovski, A. (2019). Importance of new approaches in education for higher education institutions. UTMS Journal of Economics, 10(1).
  • Kapp, K. (2014). Gamification: Separating fact from fiction. Chief Learning Officer, 13(3), 42-52.
  • Kauppinen, A., & Choudhary, A. I. (2021). Gamification in entrepreneurship education: A concrete application of Kahoot!. The International Journal of Management Education, 19(3).
  • Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
  • Keller, J. M. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach.VII Semanario, Santiago, Cuba,1, 13.
  • Keller, J. M. (2010). Motivational design research and development (pp. 297-323). Springer US.
  • Keller, J. M., & Deimann, M. (2017). Motivation and performance. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4 ed., pp. 78-86). Upper Saddle River, NJ: Pearson Education.
  • Kutu, H. & Sözbi̇li̇r, M. (2011). Öğretim materyalleri motivasyon anketinin Türkçeye uyarlanması: güvenirlik ve geçerlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 5(1), 292-312.
  • Liu, B., & Wang, J. (2019). Demon or angel: an exploration of gamification in management. Nankai Business Review International. 11(3), 317-343.
  • O'Connell, A., Tomaselli, P. J., & Stobart-Gallagher, M. (2020). Effective use of virtual gamification during COVID-19 to deliver the OB-GYN core curriculum in an emergency medicine resident conference. Cureus, 12(6).
  • Páez-Quinde, C., Morocho-Lara, D., & Escalante, M. (2022, March). Gamification as a strategy in collaborative learning against virtual education in times of pandemic. In 2022 IEEE Global Engineering Education Conference (EDUCON) (pp. 752-756). IEEE.
  • Ratheeswari, K. (2018). Information communication technology in education. Journal of Applied and Advanced research, 3(1), 45-47.
  • Souza, M. R., Constantino, K. F., Veado, L. F., & Figueiredo, E. M. L. (2017). Gamification in software engineering education: An empirical study. In 2017 IEEE 30th Conference on Software Engineering Education and Training (CSEE&T) (pp. 276-284). IEEE.
  • Tamm, S. (2021, January 21). All 10 types of e-learning explained. E-student. https://e-student.org/types-of-e-learning/
  • Tejada-Castro, M., Aguirre-Munizaga, M., Yerovi-Ricaurte, E., Ortega-Ponce, L., Contreras-Gorotiza, O., & Mantilla-Saltos, G. (2018, November). Funprog: A Gamification-Based Platform for Higher Education. In International Conference on Technologies and Innovation (pp. 255-268). Springer, Cham.
  • Telli Yamamoto, G. (2018). Türkiye’de yükseköğretim sistemi üzerine düşünceler. Üniversite Araştırmaları Dergisi, 1(3), 132-138.
  • Topalli, D., & Cagiltay, N. E. (2017). Gamificatıon in neurosurgery education. 9th internatıonal conference on education and new learning technologies (EDULEARN17)
  • Tunga Y. & İnceoğlu M. M. (2020). E-öğrenme ortamlarında oyunlaştırma kullanımının öğrenenlerin akademik başarısına ve derse katılım durumuna etkisinin incelenmesi. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18(Özel Sayı), 339-356.
  • Werbach, K. ve Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
  • Werbach, K. ve Hunter, D. (2014). The gamification toolkit Dynamics, mechanics, and components for the win. Wharton Digital Press.
  • Yıldırım, İ. & Demir, S. (2014). Oyunlaştırma ve eğitim. Journal of Human Sciences, 11(1), 655-670.
  • Zahedi, L., Batten, J., Ross, M., Potvin, G., Damas, S., Clarke, P., & Davis, D. (2021). Gamification in education: A mixed-methods study of gender on computer science students’ academic performance and identity development. Journal of Computing in Higher Education, 33(2), 441-474.
  • Zdonek, I. (2018). Gamification in higher education–Polish experience. INTED, 20, 5544-5548.
Year 2023, , 789 - 807, 30.09.2023
https://doi.org/10.31681/jetol.1353075

Abstract

References

  • Aguilera, B. V., & Martínez, E. A. (2017). Gamification, a Didactic Strategy In Higher Education. In EDULEARN17 Proceedings (pp. 6761-6771). IATED.
  • Aparicio, M., Bacao, F., & Oliveira, T. (2016). An e-learning theoretical framework. An e-learning theoretical framework, (1), 292-307.
  • Bolat, Y. İ., Şimşek, Ö. & Ülker, Ü. (2017). Oyunlaştırılmış çevrimiçi sınıf yanıtlama sisteminin akademik başarıya etkisi ve sisteme yönelik görüşler. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1741-1761.
  • Bozkurt, A. & Uçar, H. (2018). E-Öğrenme ve e-sınavlar: Çevrimiçi ölçme değerlendirme süreçlerinde kimlik doğrulama yöntemlerine ilişkin öğrenen görüşlerinin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 745-755.
  • Çeker, E., & Özdamlı, F. (2017). What" Gamification" Is and What It's Not. European Journal of Contemporary Education, 6(2), 221-228.
  • Cherry, K. (2023, May 3). Motivation: The Driving Force Behind Our Actions. Verywell Mind. https://www.verywellmind.com/what-is-motivation-2795378
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). Sage publications.
  • Das, K. (2019). The role and impact of ICT in improving the quality of education: An overview. International Journal of Innovative Studies in Sociology and Humanities, 4(6), 97-103.
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (9-15).
  • Güler, C. & Güler, G. E. (2015). Çevrimiçi öğrenme ortamlarında oyunlaştırma: rozet kullanımı. Eğitim ve Öğretim Araştırmaları Dergisi, 4(3), 125-130
  • Güzel, S. (2023). Gamified lesson plan development with ELT pre-service teachers: A gamified google classroom experience. Journal of Educational Technology and Online Learning, 6(1), 202-220. DOI: 10.31681/jetol.1158404
  • Hamari, J. (2019). Gamification. The Blackwell Encyclopedia of Sociology, 1-3.
  • Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’digital technology in university teaching and learning. Studies in higher education, 42(8), 1567-1579.
  • Hernández-Fernández, A., Olmedo-Torre, N., & Peña, M. (2020). Is classroom gamification opposed to performance?. Sustainability, 12(23), 9958.
  • Holmes, B., & Gardner, J. (2006). E-learning: Concepts and practice. Sage.
  • International Society for Technology in Education. (2017). ISTE STANDARDS FOR EDUCATORS. ISTE.: https://www.iste.org/standards/for-educators
  • Isabelle, D. A. (2020). Gamification of entrepreneurship education. Decision Sciences Journal of Innovative Education, 18(2), 203-223.
  • Ivanova, G., Kozov, V., & Zlatarov, P. (2019, May). Gamification in software engineering education. In 2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO) (pp. 1445-1450). IEEE.
  • Ivanovic, Z., & Milenkovski, A. (2019). Importance of new approaches in education for higher education institutions. UTMS Journal of Economics, 10(1).
  • Kapp, K. (2014). Gamification: Separating fact from fiction. Chief Learning Officer, 13(3), 42-52.
  • Kauppinen, A., & Choudhary, A. I. (2021). Gamification in entrepreneurship education: A concrete application of Kahoot!. The International Journal of Management Education, 19(3).
  • Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
  • Keller, J. M. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach.VII Semanario, Santiago, Cuba,1, 13.
  • Keller, J. M. (2010). Motivational design research and development (pp. 297-323). Springer US.
  • Keller, J. M., & Deimann, M. (2017). Motivation and performance. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4 ed., pp. 78-86). Upper Saddle River, NJ: Pearson Education.
  • Kutu, H. & Sözbi̇li̇r, M. (2011). Öğretim materyalleri motivasyon anketinin Türkçeye uyarlanması: güvenirlik ve geçerlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 5(1), 292-312.
  • Liu, B., & Wang, J. (2019). Demon or angel: an exploration of gamification in management. Nankai Business Review International. 11(3), 317-343.
  • O'Connell, A., Tomaselli, P. J., & Stobart-Gallagher, M. (2020). Effective use of virtual gamification during COVID-19 to deliver the OB-GYN core curriculum in an emergency medicine resident conference. Cureus, 12(6).
  • Páez-Quinde, C., Morocho-Lara, D., & Escalante, M. (2022, March). Gamification as a strategy in collaborative learning against virtual education in times of pandemic. In 2022 IEEE Global Engineering Education Conference (EDUCON) (pp. 752-756). IEEE.
  • Ratheeswari, K. (2018). Information communication technology in education. Journal of Applied and Advanced research, 3(1), 45-47.
  • Souza, M. R., Constantino, K. F., Veado, L. F., & Figueiredo, E. M. L. (2017). Gamification in software engineering education: An empirical study. In 2017 IEEE 30th Conference on Software Engineering Education and Training (CSEE&T) (pp. 276-284). IEEE.
  • Tamm, S. (2021, January 21). All 10 types of e-learning explained. E-student. https://e-student.org/types-of-e-learning/
  • Tejada-Castro, M., Aguirre-Munizaga, M., Yerovi-Ricaurte, E., Ortega-Ponce, L., Contreras-Gorotiza, O., & Mantilla-Saltos, G. (2018, November). Funprog: A Gamification-Based Platform for Higher Education. In International Conference on Technologies and Innovation (pp. 255-268). Springer, Cham.
  • Telli Yamamoto, G. (2018). Türkiye’de yükseköğretim sistemi üzerine düşünceler. Üniversite Araştırmaları Dergisi, 1(3), 132-138.
  • Topalli, D., & Cagiltay, N. E. (2017). Gamificatıon in neurosurgery education. 9th internatıonal conference on education and new learning technologies (EDULEARN17)
  • Tunga Y. & İnceoğlu M. M. (2020). E-öğrenme ortamlarında oyunlaştırma kullanımının öğrenenlerin akademik başarısına ve derse katılım durumuna etkisinin incelenmesi. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18(Özel Sayı), 339-356.
  • Werbach, K. ve Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
  • Werbach, K. ve Hunter, D. (2014). The gamification toolkit Dynamics, mechanics, and components for the win. Wharton Digital Press.
  • Yıldırım, İ. & Demir, S. (2014). Oyunlaştırma ve eğitim. Journal of Human Sciences, 11(1), 655-670.
  • Zahedi, L., Batten, J., Ross, M., Potvin, G., Damas, S., Clarke, P., & Davis, D. (2021). Gamification in education: A mixed-methods study of gender on computer science students’ academic performance and identity development. Journal of Computing in Higher Education, 33(2), 441-474.
  • Zdonek, I. (2018). Gamification in higher education–Polish experience. INTED, 20, 5544-5548.
There are 41 citations in total.

Details

Primary Language English
Subjects Instructional Technologies
Journal Section Articles
Authors

Abdullah Kalay This is me 0000-0003-4414-6338

Yüksel Deniz Arıkan 0000-0002-7151-5381

Publication Date September 30, 2023
Published in Issue Year 2023

Cite

APA Kalay, A., & Arıkan, Y. D. (2023). The effects of gamified instructional material on learners’ perceived motivation and academic achievement. Journal of Educational Technology and Online Learning, 6(3), 789-807. https://doi.org/10.31681/jetol.1353075


22029

JETOL is abstracted and indexed by ERIC - Education Resources Information Center.