Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation
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...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-11-01
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| Series: | Applied Sciences |
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| Online Access: | https://www.mdpi.com/2076-3417/12/21/11214 |
| _version_ | 1797469106109153280 |
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| author | Rubén Camacho-Sánchez Aaron Rillo-Albert Pere Lavega-Burgués |
| author_facet | Rubén Camacho-Sánchez Aaron Rillo-Albert Pere Lavega-Burgués |
| author_sort | Rubén Camacho-Sánchez |
| collection | DOAJ |
| description | 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 <i>t</i>-tests. We undertook a Bonferroni adjustment to the alpha level (new <i>p</i> = 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. |
| first_indexed | 2024-03-09T19:16:45Z |
| format | Article |
| id | doaj.art-0670780a6fb84a728e021a52c70a81bb |
| institution | Directory Open Access Journal |
| issn | 2076-3417 |
| language | English |
| last_indexed | 2024-03-09T19:16:45Z |
| publishDate | 2022-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Applied Sciences |
| spelling | doaj.art-0670780a6fb84a728e021a52c70a81bb2023-11-24T03:40:06ZengMDPI AGApplied Sciences2076-34172022-11-0112211121410.3390/app122111214Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and MotivationRubén Camacho-Sánchez0Aaron Rillo-Albert1Pere Lavega-Burgués2Motor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), E-25192 Lleida, SpainMotor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), E-25192 Lleida, SpainMotor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), E-25192 Lleida, SpainDigital 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 <i>t</i>-tests. We undertook a Bonferroni adjustment to the alpha level (new <i>p</i> = 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.https://www.mdpi.com/2076-3417/12/21/11214game-based learninggamificationphysical educationacademic performancemotivationdigital games |
| spellingShingle | Rubén Camacho-Sánchez Aaron Rillo-Albert Pere Lavega-Burgués Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation Applied Sciences game-based learning gamification physical education academic performance motivation digital games |
| title | Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation |
| title_full | Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation |
| title_fullStr | Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation |
| title_full_unstemmed | Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation |
| title_short | Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation |
| title_sort | gamified digital game based learning as a pedagogical strategy student academic performance and motivation |
| topic | game-based learning gamification physical education academic performance motivation digital games |
| url | https://www.mdpi.com/2076-3417/12/21/11214 |
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