Impact of gamification on learner's attendance and academic achievement in a mobile environment

Abstract

In this research, gamification techniques were investigated on how they could be effectively used in education to improve learner’s academic performance and attendance. A gamified mobile web application, which incorporated various game elements – profile, reward point, leader board and team play, was developed. Before the commencement of the study, participants’ mid semester assessment results and class attendance for week 1 to 9 were recorded to compare their academic abilities and class attendance behaviour before using the gamified application. Participants also completed a pre-study survey on their Big Five personality traits. At the end of the study, end semester examination results and attendance of the participants after the commencement of the study were recorded. Participants completed a post study survey on their perceptions of the application and extrinsic goal orientation. This study is divided into two parts. Study 1 measured participants’ Big Five personality traits from the pre-study survey responses, and its interaction with the effects of using the gamified application. Study 2 measured participants’ perceptions of the gamified application and extrinsic goal orientation, using the post-study survey responses, and its correlation with the game mechanics used in the application. Results showed that the gamified application had positive influence on the academic performance of the participants, and negative influence on the attendance of the participants. A closer look at individual game elements in the application, it was found that Power Points, or generally known as skill points in game design, was effective in improving academic performance of participants in both individual and team play environment. Leader board, however, was more effective in individual setting than in team play environment. Interaction effect was found between Neuroticism and class ranking on leader boards in the team play scenario, and participants who showed emotion stability to be less affected by the anxiety generated from leader board and peer pressure in a team play environment. In addition, interaction effect was found between Conscientiousness and class ranking on leader board, in team play scenario, whereby participants who were less dutiful in studying and revising school work may be motivated by their class’s ranking on the leader board and become more dutiful in studying and revision. Study 2 gave insights of possible drawbacks of gamified application which began to surface, where negative correlation was found between individual experience points and participant’s need for competence. This may signify that the gamified application used in the study was over-simplified to meet the needs for competence of the participants, as they become more experienced with the application. Negative correlation between perceived usefulness and Individual overall point leader board may also indicate that as participants became more experienced with the application, they may not view the application to be useful or beneficial to them. Implication of this study includes the effectiveness of the individual game mechanics and how it could be used effectively to improve academic performance.