A Gamified Approach on Learning Logic Gates to Improve Student’s Engagement

By J. Torio, R. T. Bigueras, D. E. Maligat, M. Arispe, J. Dela Cruz. IOP Conference Series: Materials Science and Engineering, 2012

1,357 citations recorded by the source corpus.

Gamification is the application of game design elements and game mechanics in a non-game context. This concept has been successfully used in several fields such as businesses and education. As such, the gamification e-learning approach could be used in education, particularly in a digital logic subject area, as a tool to improve student engagement. However, few research and design guidelines exist regarding a gamified learning approach for digital logic. The objective of this paper is to propose a complete framework for the development of a gamified learning application for digital logic gates that will improve student’s engagement. We first investigate the design, the principles, and parameters used to measure student engagement from a variety of related work and identify which design, principles and parameters that shall be applicable and significant in the development of a gamified learning application that will drive an engaged student. This framework shall provide the game developers a guide and shall help standardize the development process of a gamified learning approach in a digital logic subject area in the future.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/8b1069698d03b4037ec12f5db4c4e3c650e4c216

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Citations in the corpus

Gamification: A cognitive-emotional view (2018, background): “…extent that elements of game design can improve 3 These areas are illustrations, not an exhaustive list or the most important ones (because importance depends on the context). experiences, designers can harness cognitive–emotional processes to help achieve memory and learning goals (Kapp, 2012).”
The Teasing Effect: An Underappreciated Benefit of Creating and Resolving an Uncertainty (2018, background): “…create uncertainty about some knowledge and later resolve the uncertainty, students will learn to enjoy the process (Csikszentmihalyi 1990; Kapp 2012), develop long-lasting habits of knowledge seeking (Kashdan and Silvia 2009; Silvia 2008; Silvia and Kashdan 2009), and live a happier life…”
Does educational gamification improve students’ motivation? If so, which game elements work best? (2018, neutral): “…(Bunchball, 2010; Deterding, 2011; Deterding, Dixon, Khaled, & Nacke, 2011a, 2011b; Deterding, Sicart, Nacke, O’Hara, & Dixon, 2011; Hamari, Koivisto, & Sarsa, 2014; Huotari & Hamari, 2012; Kapp, 2012; Kim, Song, Lockee, & Burton, 2018b; Lee & Hammer, 2011; Sheldon, 2012; Werbach & Hunter, 2012).”
Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement (2018, background): “They can induce competition or collaboration (Kapp, 2012).”