Assessing Gamified Experiences in Physical Education Teachers and Students

  • María Elena Parra-González
  • Adrián Segura-Robles
  • Elba Rosa Gómez-Barajas

Abstract

One of the currently booming methodologies is gamification. Gamification in education involves the use of game mechanics in classroom. The game is treated as a motivating element in the classroom, while this methodology is considered active because the student must be active in the learning process. This methodology is considered active because it encourages students to be active in their learning process, making the teaching-learning process motivating and effective. To develop the research GAMEX scale (Gameful Experience in Gamification) is used to measures the gamified experience, this research analysed the gamification experience of 255 students and teachers in Andalusia in the area of Physical Education, a subject in which game-based learning is a widely used methodology. Among the main results obtained, we highlight as conclusions that gamification facilitates the development of creative thinking, a reduction in negative affect, and an improvement in collaboration. The effect of these types of experiences are similar in both students and teachers.

Downloads

Download data is not yet available.

References

• Ayén, F. (2017). ¿Qué es la gamificación y el ABJ? [What is gamification and GBA?] Iber: Didáctica de las ciencias sociales, geografía e historia, 86, 7-15.
• Burke, B. (2014). Gamify. Brookline, MA: Bibliomotion, Incorporated.
• Csikszentmihalyi, M. (2002). Flow: The Psychology of Happiness. London: Ebury Publishing.
• De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91. doi: 10.1016/j.compedu.2014.01.012
• Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness. Proceedings of the 15Th International Academic Mindtrek Conference on Envisioning Future Media Environments - Mindtrek '11. doi: 10.1145/2181037.2181040
• Dunn, T., Baguley, T., & Brunsden, V. (2013). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399-412. doi: 10.1111/bjop.12046
• Eppmann, R., Bekk, M., & Klein, K. (2018). Gameful Experience in Gamification: Construction and Validation of a Gameful Experience Scale [GAMEX]. Journal of Interactive Marketing, 43, 98-115. doi: 10.1016/j.intmar.2018.03.002
• Erenli, K. (2013). The impact of gamification: Recommending education scenarios. International Journal of Emerging Technologies in Learning, 8(SPL.ISSUE), 15-21.
• Fang, X., & Zhao, F. (2010). Personality and enjoyment of computer game play. Computers in Industry, 61(4), 342-349. doi: 10.1016/j.compind.2009.12.005
• Hair, J., & Gómez Suárez, M. (2010). Análisis multivariante [Multivariate analysis]. Madrid: Prentice-Hall.
• Hamari, J. (2013). Transforming homo economicus into homo ludens: A field experiment on gamification in a utilitarian peer-to-peer trading service. Electronic Commerce Research and Applications, 12(4), 236-245. doi: 10.1016/j.elerap.2013.01.004
• Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification. 2014 47Th Hawaii International Conference on System Sciences. doi: 10.1109/hicss.2014.377
• Hanus, M., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. doi: 10.1016/j.compedu.2014.08.019
• Hursen, C., & Bas, C. (2019). Use of Gamification Applications in Science Education. International Journal Of Emerging Technologies In Learning (Ijet), 14(01), 4. doi: 10.3991/ijet.v14i01.8894
• Kalinauskas, M. (2014). Gamification in Fostering Creativity. Social Technologies, 4(1), 62-75. doi: 10.13165/st-14-4-1-05
• Kapp, K.M. (2012). The Gamification of learning and Instruction. San Francisco: John Wiley.
• Koivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179-188. doi: 10.1016/j.chb.2014.03.007
• Lee, J. J. y Hammer, J. (2011). Gamification in Education: What, How, Why Bother. Academic Exchange Quaterly, 15(2).
• Mansor, A. (2012). Managing Student's Grades and Attendance Records using Google Forms and Google Spreadsheets. Procedia - Social And Behavioral Sciences, 59, 420-428. doi: 10.1016/j.sbspro.2012.09.296
• MacKinnon, R., Stoeter, R., Doherty, C., Fullwood, C., Cheng, A., & Nadkarni, V. et al. (2015). Self-motivated learning with gamification improves infant CPR performance, a randomised controlled trial. BMJ Simulation And Technology Enhanced Learning, 1(3), 71-76. doi: 10.1136/bmjstel-2015-000061
• Pérez-López, I. y Rivera García, E. (2017). Formar docentes, formar personas: análisis de los aprendizajes logrados por estudiantes universitarios desde una experiencia de gamificación [Train teachers, train people: analysis of the learning achieved by university students from a gamification experience]. Signo y Pensamiento, 36(70), 112-129. doi: 10.11144/Javeriana.syp36-70.fdfp

• Perryer, C., Celestine, N., Scott-Ladd, B., & Leighton, C. (2016). Enhancing workplace motivation through gamification: Transferrable lessons from pedagogy. The International Journal Of Management Education, 14(3), 327-335. doi: 10.1016/j.ijme.2016.07.001
• Piñeiro-Otero, T. y Costa-Sánchez, C. (2015). ARG (juegos de realidad alternativa). Contribuciones, limitaciones y potencialidades para la docencia universitaria [ARG (alternative reality games). Contributions, limitations and potential for university teaching]. Comunicar, 44(22), 141-148.
• Rapp, A., Hopfgartner, F., Hamari, J., Linehan, C., & Cena, F. (2018). Strengthening gamification studies: Current trends and future opportunities of gamification research. International Journal Of Human-Computer Studies. doi: 10.1016/j.ijhcs.2018.11.007
• Robson, K., Plangger, K., Kietzmann, J., McCarthy, I., & Pitt, L. (2015). Is it all a game? Understanding the principles of gamification. Business Horizons, 58(4), 411-420. doi: 10.1016/j.bushor.2015.03.006
• Rodrigues, L., Oliveira, A., & Costa, C. (2016). Does ease-of-use contributes to the perception of enjoyment? A case of gamification in e-banking. Computers In Human Behavior, 61, 114-126. doi: 10.1016/j.chb.2016.03.015
• Roth, S., Schneckenberg, D., & Tsai, C. (2015). The Ludic Drive as Innovation Driver: Introduction to the Gamification of Innovation. Creativity and Innovation Management, 24(2), 300-306. doi: 10.1111/caim.12124
• Ryan, R., Rigby, C., & Przybylski, A. (2006). The Motivational Pull of Video Games: A Self-Determination Theory Approach. Motivation And Emotion, 30(4), 344-360. doi: 10.1007/s11031-006-9051-8
• Shneiderman, B. (2004) Designing for Fun: How Can We Design User Interfaces to Be More Fun? Interactions, 11 (5), 48-50
• Sijtsma, K. (2008). On the Use, the Misuse, and the Very Limited Usefulness of Cronbach’s Alpha. Psychometrika, 74(1), 107-120. doi: 10.1007/s11336-008-9101-0
• Quintero, L., Jiménez, F. y Area, M. (2018). Más allá del libro de texto. La gamificación mediada con TIC como alternativa de innovación en Educación Física [Beyond the textbook. ICT-mediated gamification as an innovation alternative in Physical Education]. Retos: nuevas tendencias en educación física, deporte y recreación, 34, 343-348.
• Zichermann, G. y Cunningham, C. (2011). Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. Cam bridge: O’Reilly Media.
• Von Ahn, L., y Dabbish, L. (2008). Designing games with a purpose. Communications Of The ACM, 51(8), 57. doi: 10.1145/1378704.1378719
• Yang, Y., Asaad, Y., & Dwivedi, Y. (2017). Examining the impact of gamification on intention of engagement and brand attitude in the marketing context. Computers in Human Behavior, 73, 459-469. doi:10.1016/j.chb.2017.03.066
Published
2020-02-04
How to Cite
Parra-González, M. E., Segura-Robles, A., & Gómez-Barajas, E. R. (2020). Assessing Gamified Experiences in Physical Education Teachers and Students. IJERI: International Journal of Educational Research and Innovation, (13), 166-176. Retrieved from https://www.upo.es/revistas/index.php/IJERI/article/view/4595
Section
Artículos