Gamifying a Simulation: Null Effects of a Game Goal, Choice, Points and Praise a preprint (2017/08/22) © 2017. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
Authors Cyril Brom Faculty of Mathematics and Physics, Charles University Malostranské nám. 25, 118 00, Prague, the Czech Republic
[email protected] Tereza Stárková Faculty of Mathematics and Physics, Charles University Malostranské nám. 25, 118 00, Prague, the Czech Republic
[email protected]
Edita Bromová Faculty of Mathematics and Physics, Charles University Malostranské nám. 25, 118 00, Prague, the Czech Republic
[email protected] Filip Děchtěrenko Institute of Psychology, The Czech Academy of Sciences Hybernská 8, 110 00, Prague, the Czech Republic
[email protected]
Corresponding author Cyril Brom Faculty of Mathematics and Physics, Charles University in Prague, Room 312, Malostranske Namesti 25, Prague, 11800, Czech Republic. E-mail:
[email protected] Tel: (420) 221 914 216; Fax: (420) 221 914 281
Abstract Despite increased interest in gamification approaches, there is a dearth of comparative studies shedding light on the applicability of these approaches in educational contexts. This explorative study, with experimental design, sought to explore the net effects of an added game goal, increased freedom of choice, points, virtual currency and praise (all combined) on several affective-motivational variables, subjective evaluation and the learning outcomes of university learners studying a complex process from a two-hour-long computerized simulation. Learning using the simulation’s version with the mentioned elements (n = 31) had no significant effect on initial interest, induced positive affect, flow, learning involvement, enjoyment, perceived learning, retention test scores and transfer test scores in comparison to the two control conditions (n = 33, 34). The gamified simulation was perceived to be significantly easier than the non-gamified versions (ηp2 = 0.10; d = 0.74, 0.42). Of the game elements used in this study, participants perceived most positively a clear, game-like goal. The findings are consistent with Self-Determination Theory, Cognitive-Affective Theory of Learning from Media, and Cognitive Load Theory. They also support the emerging notion that caution should be taken when applying gamification approaches in educational contexts.
Keywords: gamification, serious games, simulations, motivation, learning outcomes
Article https://psyarxiv.com/uwrjb/
