Abstract
The use of gamification in education is increasing, but it is still not clear exactly how or which game elements are conducive to learning. The research on gamification in learning is hindered by the users’ heterogeneity, whose personal and professional traits can moderate the impact of gamification on learning success. This study aims to experimentally investigate the moderator role of learners’ learning tendencies on gamification success concerning students’ academic participation, engagement, and experience. In our study, 85 students were randomly assigned to one control and two treatment groups. Our results showed gamification design positively contributes to the academic participation, affects learners’ engagement in gamified environments, and that students’ engagement was moderated by students’ learning tendencies.
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Zaric, N., Lukarov, V., Schroeder, U. (2020). The Empirical Investigation of the Gamified Learning Theory. In: Marfisi-Schottman, I., Bellotti, F., Hamon, L., Klemke, R. (eds) Games and Learning Alliance. GALA 2020. Lecture Notes in Computer Science(), vol 12517. Springer, Cham. https://doi.org/10.1007/978-3-030-63464-3_13
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DOI: https://doi.org/10.1007/978-3-030-63464-3_13
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