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Effectiveness of Gamification Elements in Blended Learning Environments

Year 2019, , 119 - 142, 01.07.2019
https://doi.org/10.17718/tojde.601914

Abstract

The purpose of this study was to determine the effectiveness of blended learning environments enriched with the use of gamification elements. The study was carried out using the convergent parallel mixed design, in which the qualitative and quantitative data were integrated. The study was conducted with 63 participants who were randomly divided into control and experimental groups. In the experimental group, the activities were enriched in the environment by using the gamification elements but not in the control group. The data were collected by Community of Inquiry data collection tool, academic achievement test, Instructional Materials Motivation Survey, experience activity, and interviews. According to the results, no difference was observed between the groups in terms of community of inquiry model, academic achivement, motivation. These findings are supported by qualitative data. According the findings, it could be stated that learning occurred in the form of latent learning in the experimental group.

References

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Year 2019, , 119 - 142, 01.07.2019
https://doi.org/10.17718/tojde.601914

Abstract

References

  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamalari (SPSS Applications in Social Sciences). Istanbul: Ideal Kultur Yayincilik. Al‐Qahtani, A. A., & Higgins, S. E. (2013). Effects of traditional, blended and e‐learning on students’ achievement in higher education. Journal of Computer Assisted Learning, 29(3), 220-234. Aldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235-254. Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3), 133-136. Barata, G., Gama, S., Jorge, J., & Goncalves, D. (2015). Gamification for smarter learning: tales from the trenches. Smart Learning Environments, 2(1), 1-23. Bell, K. R. (2014). Online 3.0 the rise of the gamer educator the potential role of gamification in online (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 1615085697). Bowser, A., Hansen, D., He, Y., Boston, C., Reid, M., Gunnell, L., & Preece, J. (2013). Using gamification to inspire new citizen science volunteers. Proceedings of the first international conference on gameful design, research, and applications. New York: ACM, s.18-25. 137 Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers and Education, 55(2), 566-575. Buyukozturk, S., Kilic Cakmak, E. K., Akgun, O. E., Karadeniz, S., & Demirel, F. (2014). Bilimsel arastirma yontemleri (Scientific Research Methodology). Ankara: Pegem Akademi Yayincilik. Caputo, M. G. (2010). Undergraduate mathematics students’ attitudes towards online mathematics education and achievement in a hybrid calculus (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 756255034). Chang, C. C., Shu, K. M., Liang, C., Tseng, J. S., & Hsu, Y. S. (2014). Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students? The International Review of Research in Open and Distributed Learning, 15(2), 213-231. Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257-278. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. (4th edition). Los Angles, London, New Delhi, Singapore, Washington: Sage. Christy, K. R., & Fox, J. (2014). Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women’s math performance. Computers & Education, 78, 66-77. Davis, K., & Singh, S. (2015). Digital badges in afterschool learning: documenting the perspectives and experiences of students and educators. Computers and Education, 88, 72-83. Deci, E. L., Betley, G., Kahle, J., Abrams, L., & Porac, J. (1981). When trying to win competition and intrinsic motivation. Personality and social psychology bulletin, 7(1), 79-83. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. 15th International Academic MindTrek Conference: Envisioning Future Media Environments, Tampere: ACM, s. 9-15. Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(9). 2-36. Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: a systematic mapping study. Educational Technology, & Society, 18(3), 75–88. Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernandez-Sanz, L., Pagés, C., & Martínez-Herraiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education, 63, 380-392. Draffan, E. A. & Rainger, P. (2006). A model for the identification of challenges to blended learning, ALT-J, 14(1), 55-67 Drysdale, J. S., Graham, C. R., Spring, K. J., & Halverson, L. R. (2013). An analysis of research trends in dissertations and theses studying blended learning. The Internet and Higher Education, 17, 90-100. Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2011). How to design and evaluate research in education. (8th ed.). New York: McGrawHill. Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. 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Primary Language English
Journal Section Articles
Authors

Can Mese 0000-0002-9759-7055

Ozcan Ozgur Dursun This is me 0000-0002-5866-5748

Publication Date July 1, 2019
Submission Date January 31, 2019
Published in Issue Year 2019

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APA Mese, C., & Dursun, O. O. (2019). Effectiveness of Gamification Elements in Blended Learning Environments. Turkish Online Journal of Distance Education, 20(3), 119-142. https://doi.org/10.17718/tojde.601914

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