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How Gamification Increases Learning Performance? Investigating the Role of Task Modularity

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Augmented Cognition. Human Cognition and Behavior (HCII 2020)

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Abstract

Generation Z is technologically aware, achievement focused, and keen on obtaining quick feedback and instant results from learning processes. Members of Generation Z absorb knowledge and information gathered from digital media and actively share their experiences and achievements with others through social media networks. This study explores how learning systems could be designed to enhance student performance considering the characteristics of Generation Z. It contributes to the gamification literature by (1) providing a nuanced understanding of the interplay among gamification affordances, task modularity, and learning performance, (2) developing a framework for a successful gamified learning system, and (3) generating design ideas for gamified learning applications that improve students’ learning performance.

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Acknowledgement

This research was supported by the UGC Teaching and Learning Grant titled “Devel-oping Multidisciplinary and Multicultural Competences through Gamification and Challenge-based Collaborative Learning.” This research was also partly supported by Teaching Development Grant (No. 6000666) from City University of Hong Kong and the grant from the Centre for Applied Computing and Interactive Media (ACIM) of School of Creative Media, City University of Hong Kong.

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Authors and Affiliations

  1. School of Creative Media, City University of Hong Kong, Kowloon Tong, Hong Kong SAR

    Ayoung Suh & Mengjun Li

Authors
  1. Ayoung Suh
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  2. Mengjun Li
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Corresponding author

Correspondence to Ayoung Suh .

Editor information

Editors and Affiliations

  1. Soar Technology Inc., Orlando, FL, USA

    Dylan D. Schmorrow

  2. Design Interactive, Inc., Orlando, FL, USA

    Cali M. Fidopiastis

Appendix

Appendix

Category

Construct

Items

Reference

All items were measured by using a 5-point Likert scale: 1 = strongly disagree and 5 = strongly agree

Gamification affordance

Reward

Prompt: The online learning system (Canvas) offers me the possibility to:

1. obtain points as a reward for my activities

2. accumulate points I have gained

3. obtain more points if I try harder

Adopted from [42]

Status

Prompt: The online learning system (Canvas) offers me the possibility to:

1. have a higher status than others

2. be regarded highly by others

3. try to increase my status

Adopted from [42]

Competition

Prompt: The online learning system (Canvas) offers me the possibility to:

1. compete with others

2. compare my performance with that of others

3. to threaten the status of others by my active participation

Adopted from [42]

Self-expression

Prompt: The online learning system (Canvas) offers me the possibility to:

1. express my identity through game elements

2. express myself in a way that I want

3. present myself to be distinguished from others

Adopted from [42]

Learning performance

1. I learned a lot of data analysis methods in the topics

2. I gained a good understanding of the basic concepts of data analysis and representation

3. I learned to identify the main and important issues of the topics

4. The learning activities were meaningful

Adapted from [45]

Task modularity

1. The module tasks have a clearly defined goal

2. The module tasks take a reasonable amount of time to complete

3. The module tasks were divided into chunks of appropriate size and scope

Adapted from [46]

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Suh, A., Li, M. (2020). How Gamification Increases Learning Performance? Investigating the Role of Task Modularity. In: Schmorrow, D., Fidopiastis, C. (eds) Augmented Cognition. Human Cognition and Behavior. HCII 2020. Lecture Notes in Computer Science(), vol 12197. Springer, Cham. https://doi.org/10.1007/978-3-030-50439-7_9

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  • DOI: https://doi.org/10.1007/978-3-030-50439-7_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-50438-0

  • Online ISBN: 978-3-030-50439-7

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