Gamification in higher education – the example of a Microeconomics course in bachelor studies
AbstractGamification as game‐based learning is widely commented on as a tool which raises the effectiveness of the educational process by increasing the engagement and motivation of learners, but the effectiveness of this approach still requires testing. The purpose of the paper is to examine the influence of implementing gamification elements on the outcomes of economic education at the university level. The game‐based elements were implemented in the Microeconomics course, perceived as one of the most difficult for students, being in the course curriculum in the first semester of all Bachelor degrees. The relationship between the results of the final exam and students’ involvement in the game‐based elements of the course was analysed. Research results show that to some extent, gamification has a positive impact on educational outcomes. The regression function parameters of gamification elements were positive and statistically significant, but the game‐based elements do not explain the whole variance of educational outcomes, which means that they are not the only factor influencing the outcomes of the learning process. Implementing game‐based elements into education can increase the effectiveness of the learning process, but it should be strictly combined with the content of the course and the skills and competencies required in a given course.
|Publication size in sheets||0.6|
|Book||Tomé Eduardo, Neumann Gaby, Majewska Justyna, Truskolaski Szymon (eds.): Proceedings of the International Conference Theory and Applications in the Knowledge Economy TAKE 2018 – Poznan, Poland, 11 to 13 July 2018, 2018, Uniwersytet Ekonomiczny w Poznaniu, ISBN 978-999-54182-0-6, 532 p.|
|Keywords in English||gamification, learning outcomes, game‐based learning|
|Score||= 20.0, 23-04-2020, ChapterFromConference|
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