An empirical study comparing gamification and social networking on e-learning

By Luis de-Marcos, A. Domínguez, Joseba Saenz-de-Navarrete, Carmen Pagés-Arévalo. Comput. Educ., 2014

601 citations recorded by the source corpus.

Abstract While social networking has already demonstrated its efficiency in e-learning, gamification, which is the use of game-thinking and playful design in non-game contexts, has only shown its potential as a motivational tool. This paper presents the results of testing both social networking and gamification in an undergraduate course, comparing them in terms their effect on students' academic achievement, participation and attitude. The effects of a gamification plugin deployed in a learning management system were compared to those of a social networking site in the same educational setting. We found that both approaches presented better performance than a traditional e-learning approach in terms of academic achievement for practical assignments, but that, when it came to assessing knowledge, the traditional e-learning approach was better. Also challenging current assumptions, participation rates and scores remained low with the new tools, although students' attitudes were positive.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/fee5ebf7081f27fef6bc6268560f0888a1b50705

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In Computer Science Applications

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Citations in the corpus

Gamification of health professions education: a systematic review (2020, background): “…et al. 2013; Robson et al. 2015; Simões et al. 2013; Warmelink et al. 2018; Zuk 2012), a commonly applied definition is that of Deterding et al. (De-Marcos et al. 2014; Deterding et al. 2011; Dicheva et al. 2015; Lister et al. 2014; Mekler et al. 2017; Sailer et al. 2017; Seaborn and Fels 2015).”
The rise of motivational information systems: A review of gamification research (2019, background): “Denny, 2013; Christy & Fox, 2014), to large scale gamification of semester-long classes or courses (e.g. Hanus & Fox, 2015; de-Marcos et al., 2014).”
A definition for gamification: anchoring gamification in the service marketing literature (2016, background): “…Cechanowicz et al. 2013; Hamari 2013; Hamari2015; Terlutter and Capella 2013), education (Denny 2013, Hakulinen et al. 2013; Domínguez et al. 2013; de-Marcos et al. 2014; Farzan and Brusilovsky 2011; Simões et al. 2013; Christy and Fox 2014; Filsecker and Hickey 2014; Bonde et al. 2014),…”
A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media (2019, background): “Exam Flipped Classroom Gamification Case Study Self-Learni g [38,95] [22,96] [63] [94]”
Gamification in Science Education. A Systematic Review of the Literature (2021, background): “However, gamification has often been criticized for not affecting students’ learning or having adverse effects on students’ test results [70,71].”
Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance (2015, background): “…class scored higher overall andweremoremotivated, but tended to participate less in class activities and performed worse on writing assignments. de-Marcos et al. (2014) used a gamification system that gave students rewards, encouraged earned trophies, and used a leaderboard to encourage…”