Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation
Source abstract
Abstract
Digital game-based learning (DGBL) and Gamification are emerging methodological strategies in education. This research aims to analyze the effects on academic performance and motivation after an experience combining DGBL and Gamification in university students. The sample comprises 126 students, of whom 38 were in the experimental group. Three measurement instruments have been used: an evaluative test to measure academic performance, the Questionnaire on Motivation for Cooperative Playful Learning Strategies (CMELAC) and a questionnaire with three open-ended questions, which complement the measurement of motivation. This analysis is conducted using independent sample t-tests. We undertook a Bonferroni adjustment to the alpha level (new p = 0.017). The results show significant differences in academic performance between the control and experimental groups. Motivation shows high values among all participants. No significant differences were found between the two experimental subgroups when the competition was added to the dynamics. In conclusion, the results of the present study support the gamified DGBL method as an exciting teaching tool that corresponds to students’ active learning and provide valuable immediate feedback on students’ attempts, improvements in academic performance and a high level of motivation.
Source: crossref · Quality: baseline
Research context
OpenAlex topics: Educational Games and Gamification · Online Learning and Analytics · Sports and Physical Education Research
SciVX discovery tags are terminology-based. OpenAlex topics are source-provided classifications.
Affiliations
Motor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), E-25192 Lleida, Spain
Funding
Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL)
References (88)
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