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Publication
Play2learn. Gamificação no contexto académico: impacto dos elementos da gamificação no engagement dos estudantes
Advisor(s)
Abstract(s)
A gamificação baseia-se na integração de elementos dos jogos – mecanismo e frameworks – em situações e cenários de non-game (configurações não relacionadas com os jogos) (Rapti, 2013). É definida como um processo de game-thinking e game-mechanics com o objetivo de envolver (engagement) o jogador e incentivar a resolução de problemas (Zichermann & Cunningham, 2011).
A presente investigação analisa a gamificação no contexto académico, com o objetivo de analisar o impacto dos elementos da gamificação – pontos, desafios, níveis, ranking, badges, batalhas, challenges e power-ups – no engagement dos estudantes. Foi ainda possível examinar a relação entre o engagement dos estudantes no jogo e as notas finais à disciplina de Marketing, permitindo avaliar o impacto da gamificação na performance académica.
Os dados analisados foram extraídos diretamente do instrumento aplicado (aplicação mobile) – Marketing Wars 1.0 desenvolvida pela Mindflow com base nos princípios da gamificação. Os dados representam o desempenho/comportamento dos estudantes no jogo. O estudo contou com a participação de 135 alunos, que no momento da recolha de dados – abril de 2019 - frequentavam o segundo ano da licenciatura de Marketing no Instituto Português de Administração e Marketing (IPAM).
A análise revelou coeficientes de correlação significativos dos seguintes elementos do jogo com o engagement: power-ups (r=.710), badges (r=.503), nível (r=.331) e ranking (r=-.241). Os resultados da análise de regressão linear revelaram que os power-ups explicaram cerca de 48% do engagement dos estudantes no jogo (R2=.48).
A última análise efetuada demonstrou uma correlação significativa entre o engagement e as notas finais dos alunos à disciplina de Marketing (r=.186), suportando a hipótese da aplicabilidade da gamificação no contexto académico.
Gamification is based on the integration of game elements - mechanism and frameworks - in non-game situations and scenarios (non-game-related settings) (Rapti, 2013). It is defined as a process of game-thinking and game-mechanics with the aim of engaging the player and encouraging problem solving (Zichermann & Cunningham, 2011). The present study analyses gamification in the academic context, with the aim of analysing the impact of gamification elements- points, challenges, levels, ranking, badges, battles, challenges, power-ups - on student engagement. It was also possible to analyze the relationship between students' engagement in the game and the final grades to the Marketing discipline, allowing to evaluate the impact of gamification on academic performance. The analyzed data were extracted directly from the applied instrument (mobile application) - Marketing Wars 1.0 developed by Mindflow based on the principles of gamification. The data represents the students' performance/behavior in the game. The survey was attended by 135 students, who at the time of data collection – April 2019 - were attending the second year of their Marketing degree at the Instituto Português de Administração e Marketing (IPAM). The analysis revealed significant correlation coefficients of the following game elements with engagement: power-ups (r = .710), badges (r = .503), level (r = .331) and ranking (r = -.241). The results of the linear regression analysis revealed that the power-ups explained about 48% of student engagement in the game (R2 = .48). The last analysis carried out demonstrated a significant correlation between engagement and students' final grades to the Marketing discipline (r = .186), supporting the hypothesis of applicability of gamification in the academic context.
Gamification is based on the integration of game elements - mechanism and frameworks - in non-game situations and scenarios (non-game-related settings) (Rapti, 2013). It is defined as a process of game-thinking and game-mechanics with the aim of engaging the player and encouraging problem solving (Zichermann & Cunningham, 2011). The present study analyses gamification in the academic context, with the aim of analysing the impact of gamification elements- points, challenges, levels, ranking, badges, battles, challenges, power-ups - on student engagement. It was also possible to analyze the relationship between students' engagement in the game and the final grades to the Marketing discipline, allowing to evaluate the impact of gamification on academic performance. The analyzed data were extracted directly from the applied instrument (mobile application) - Marketing Wars 1.0 developed by Mindflow based on the principles of gamification. The data represents the students' performance/behavior in the game. The survey was attended by 135 students, who at the time of data collection – April 2019 - were attending the second year of their Marketing degree at the Instituto Português de Administração e Marketing (IPAM). The analysis revealed significant correlation coefficients of the following game elements with engagement: power-ups (r = .710), badges (r = .503), level (r = .331) and ranking (r = -.241). The results of the linear regression analysis revealed that the power-ups explained about 48% of student engagement in the game (R2 = .48). The last analysis carried out demonstrated a significant correlation between engagement and students' final grades to the Marketing discipline (r = .186), supporting the hypothesis of applicability of gamification in the academic context.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário, Ciências Psicológicas, Sociais e da Vida, para obtenção de grau de Mestre na especialidade de Psicologia Social e das Organizações
Keywords
Gamificação Educação Aprendizagem Engagement Gamification Education Learning