Abstract
Motivation is still required in higher education. Therefore, collaborative learning is highly recommended as an instructional method. To provide a more engaging learning experience for higher students education, a gamification can be introduced. Rewards present a foundational element of gamified learning. It included points, badges, animated feedbacks and even gifts in order to increase the enjoyment of a game. The aim of the current study is to investigate the effect of reward on the attitudes of students towards gamified group learning environments. The proposed method aims to rise the benefit of gamified rewards such as collaboration between team members, motivation and evidently challenge applying gamification based collaborative learning. In this context, a comparative study between 2 gamified groups of students without rewards and with rewards, was conducted. The results indicate that the gamified group with rewards remains the most relevant having the highest interest rate. Results confirm that the reward has enhanced Student Motivation (SM = 98.75%), group unity and collaboration between team members (CTM = 97.11%) and increasing student challenge (SC = 95.56%). The propose method highlights high-quality rewards performance in the collaborative gamification.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Prince, M.: Does active learning work? A review of the research. J. Eng. Educ. 93(3), 223–231 (2004)
Fahid, F.M., et al.: Effects of Modalities in Detecting Behavioral Engagement in Collaborative Game-Based Learning (2023)
Ramos, J.L., Cattaneo, A.A., de Jong, F.P., Espadeiro, R.G.: Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art. J. Res. Technol. Educ. 54(5), 695–718 (2022)
De Jong, F.P.C.M.: Knowledge In-(ter)-action. Responsive learning as knowledge building. Aeres Applied University Wageningen and Open University Heerlen (2020a). https://doi.org/10.46884/2020.2
Cai, Z., Mao, P., Wang, D., He, J., Chen, X., Fan, X.: Effects of scaffolding in digital game-based learning on student’s achievement: a three-level meta-analysis. Educ. Psychol. Rev. 34(2), 537–574 (2022)
Abdul Jabbar, A.I., Felicia, P.: Gameplay engagement and learning in game-based learning: a systematic review. Rev. Educ. Res. 85(4), 740–779 (2015)
Bunchball.: Gamification 101: an introduction to game dynamics [White paper] (2010). Retrieved from http://jndglobal.com/wp-content/uploads/2011/05/gamification1011.pdf. Accessed 2 Jan. 2018
Kalogiannakis, M., Papadakis, S., Zourmpakis, A.I.: Gamification in science education. A systematic review of the literature. Educ. Sci. 11(1), 22 (2021)
Jagušt, T., Botički, I., So, H.J.: Examining competitive, collaborative and adaptive gamification in young learners’ math learning. Comput. Educ. 125, 444–457 (2018)
Eltahir, M.E., Alsalhi, N.R., Al-Qatawneh, S., AlQudah, H.A., Jaradat, M.: The impact of game-based learning (GBL) on students’ motivation, engagement and academic performance on an Arabic language grammar course in higher education. Educ. Inf. Technol. 26, 3251–3278 (2021)
Wang, M., Zheng, X.: Using game-based learning to support learning science: a study with middle school students. Asia-Pac. Educ. Res. 30, 167–176 (2021)
Beiranvand, S., Foladvandi, M., Mokhayeri, Y., Khodaei, S., Hasanvand, S., Hoseinabadi, R.: The effect of simulation education based on flipped learning on academic engagement, motivation, and performance of first-year nursing students (2023)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Sahli, S., Spriet, T. (2024). Gamification Based Collaborative Learning: The Impact of Rewards on Student Motivation. In: Auer, M.E., Cukierman, U.R., Vendrell Vidal, E., Tovar Caro, E. (eds) Towards a Hybrid, Flexible and Socially Engaged Higher Education. ICL 2023. Lecture Notes in Networks and Systems, vol 899. Springer, Cham. https://doi.org/10.1007/978-3-031-51979-6_13
Download citation
DOI: https://doi.org/10.1007/978-3-031-51979-6_13
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-51978-9
Online ISBN: 978-3-031-51979-6
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)