Effects of Gamification on Active and Reflective Learners' Engagement and Cognitive Load

Abstract

The aim of this study was to investigate effects of gamification on active and reflective learners' engagement and cognitive load. It was also presented both of groups’ experiences in 10-week gamification process in comparison. Participants consisted of 70 undergraduate students (45 active, 25 reflective learners). According to results, both active and reflective learners were high rate behavioral, emotional, and cognitive engagements in gamification, and had low cognitive load. There was no any significant difference between groups' engagement and cognitive load. It was determined that the Challenge and Competition, Engagement in Group Tasks and In-Class Activities, Leaderboard, and Reward System were common themes regarding the pros and cons of gamification process. “Challenge and Competition” theme had the highest frequency totally in terms of pros of gamification process whereas “Engagement in Group Tasks and In-Class Activities” theme had the highest ones in terms of cons. Although it was available common themes related to pros and cons of gamification, it was determined similarities and differences in active and reflective learners' opinions on various codes in themes. Consequently, characteristic features affected reaction toward gamification elements and process.

Keywords

• gamification
• active and reflective learners
• engagement
• cognitive load.

Oyunlaştırmanın Aktif ve Yansıtıcı Öğrencilerin Meşguliyeti ve Bilişsel Yükü Üzerindeki Etkileri

Öz

Bu çalışmanın amacı, oyunlaştırmanın aktif ve yansıtıcı öğrenenlerin meşguliyeti ve bilişsel yükü üzerindeki etkilerini araştırmaktır. Ayrıca her iki grubun 10 haftalık oyunlaştırma sürecindeki deneyimleri karşılaştırmalı olarak sunulmuştur. Katılımcılar 70 lisans öğrencisinden (45 aktif, 25 yansıtıcı öğrenen) oluşmaktadır. Sonuçlara göre, hem aktif hem de yansıtıcı öğrenenler oyunlaştırmada yüksek oranda davranışsal, duygusal ve bilişsel meşguliyet ve düşük bilişsel yüke sahiptiler. Grupların meşguliyeti ve bilişsel yükü arasında anlamlı bir fark yoktur. Oyunlaştırma sürecinin olumlu ve olumsuz yönlerine ilişkin olarak Meydan Okuma ve Rekabet, Grup Görevlerine ve Sınıf İçi Etkinliklere Katılım, Liderlik Tablosu ve Ödül Sistemi'nin ortak temalar olduğu belirlenmiştir. Oyunlaştırma sürecinin artıları açısından toplamda “Meydan Okuma ve Rekabet” teması en yüksek frekansa sahipken, eksiler açısından “Grup Görevlerine Katılım ve Sınıf İçi Etkinlikler” teması en yüksek sıklığa sahip olmuştur. Oyunlaştırmanın artıları ve eksileri ile ilgili ortak temalar mevcut olmasına rağmen, aktif ve yansıtıcı öğrenenlerin temalardaki çeşitli kodlara ilişkin görüşlerinde benzerlikler ve farklılıklar tespit edilmiştir. Sonuç olarak, karakteristik özellikler oyunlaştırma unsurlarına ve sürecine yönelik tepkiyi etkilemiştir.

Anahtar Kelimeler

• oyunlaştırma
• aktif ve yansıtıcı öğrenenler
• meşguliyet
• bilişsel yük.

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