The effects of social gamification on student performance during the Covid-19 quarantine
Abstract
Emergency remote teaching made teachers change their pedagogical practices, impacting students' social interactions. As a result, there was a need to apply new teaching techniques in order to rescue this interaction. In this sense, social gamification is a possibility, as it seeks to present only gamification elements that tend to impact social interaction. Therefore, we carried out a study with nine undergraduate students, seeking to identify the effects of social gamification on student performance. The results showed that this strategy alone is not enough to positively impact the user experience, making room for other types of gamification design.
Keywords:
Remote Learning, Covid-19, Performance, Social Gamification, Quantitative Analysis
References
Arino DO, Bardagi MP. Relação entre Fatores Acadêmicos e a Saúde Mental de Estudantes Universitários. Psicol pesq. 2018.
Bozkurt, A.; Sharma, R. C. Emergency Remote Teaching in a Time of Global Crisis Due to Corona Virus Pandemic. Asian Journal of Distance Education, v. 15, i–vi,2020.
Da Silva Costa, Cássia Eufrásia et al. Aplicabilidade da gamificação em sala de aula em períodos de pandemia. Brazilian Journal of Development, v.6, n. 10, p. 79789- 79802, 2020.
De-Marcos, Luis; Garcia-Cabot, Antonio; Garcia-Lopez, Eva. Towards the social gamification of e-learning: A practical experiment. International journal of engineering education, v. 33, n. 1, p. 66-73, 2017.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elementsto gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9- 15).
Dichev, C.; Dicheva, D. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, [S.l.], v. 14, n. 1, p. 9, 2017.
Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications.
Hair Jr, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2017). Advanced issues in partial least squares structural equation modeling. saGe publications.
Hallifax, S., Serna, A., Marty, J. C., Lavoué, G., & Lavoué, E. (2019, October). Factors to consider for tailored gamification. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play (pp. 559-572).
Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191- 210.
Kocadere, Selay Arkün; Çaglar, Şeyma. Gamification from player type perspective: A case study. Journal of Educational Technology & Society, v. 21, n. 3, p. 12-22, 2018.
Krause, Markus et al. A playful game changer: Fostering student retention in online education with social gamification. In: Proceedings of the Second (2015) ACM conference on Learning@ Scale. 2015. p. 95-102.
Mader, Sebastian; BRY, François. Fun and engagement in lecture halls through social gamification. 2019.
Maia, Berta Rodrigues; Dias, Paulo César. Anxiety, depression and stress in university students: the impact of COVID-19. Estudos de Psicologia (Campinas), v. 37, 2020.
Marczewski, Andrezej. User types. Even ninja monkeys like to play: Gamificiation, game thinking and motivational design, v. 1, p. 65-80, 2015.
Oliveira, Wilk; Bittencourt, Ig Ibert; Dermeval, Diego; Isotani, Seiji. Gamificação e Informática na Educação. In: Sampaio, Fábio F.; Pimentel, Mariano; Santos, Edméa O. (Org.). Informática na Educação: games, inteligência artificial, realidade virtual/aumentada e computação ubíqua. Porto Alegre: Sociedade Brasileira de Computação, 2021. (Série Informática na Educação, v.7) Disponível em: <https://ieducacao.ceie-br.org/gamificacao/>.
Oliveira, Wilk; Bittencourt, Ig Ibert. Tailored gamification to educational technologies. Springer Singapore, 2019.
Orji, Rita et al. Tailoring persuasive health games to gamer type. In: Proceedings of the sigchi conference on human factors in computing systems. 2013. p. 2467-2476.
Orji, R., Tondello, G. F., & Nacke, L. E. (2018, April). Personalizing persuasive strategies in gameful systems to gamification user types. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-14).
Ribeiro, Ralph Breno Silva et al. Investigação empírica sobre os efeitos da gamificação de um juiz online em uma disciplina de introdução à programação. Revista Brasileira de Informática na Educação, v. 28, p. 461-490, 2020.
Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., & Isotani, S. (2021, March). Gamification Works, but How and to Whom? An Experimental Study in the Context of Programming Lessons. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 184-190).
Santos, A. C. G., Oliveira, W., Hamari, J., Rodrigues, L., Toda, A. M., Palomino, P. T., & Isotani, S. (2021). The relationship between user types and gamification designs. User Modeling and User-Adapted Interaction.
Simões, Jorge; Redondo, Rebeca Díaz; Vilas, Ana Fernández. A social gamification framework for a K-6 learning platform. Computers in Human Behavior, v. 29, n. 2, p. 345-353, 2013.
Smiderle, Rodrigo. O efeito da gamificação no engajamento e aprendizagem de programação: um estudo considerado a personalidade e a orientação motivacional dos estudantes. 2019.
Smiderle, Rodrigo; Rigo, Sandro; Jaques, Patricia. Estudando o impacto da gamificação na aprendizagem e engajamento de alunos de acordo com os traços de personalidade e a orientação motivacional. In: Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE). 2019. p. 793.
Toda, A. M., Valle, P. H., & Isotani, S. (2017). The dark side of gamification: An overview of negative effects of gamification in education. In Researcher links workshop: higher education for all (pp. 143-156). Springer, Cham.
Tondello, Gustavo F. et al. The gamification user types hexad scale. In: Proceedings of the 2016 annual symposium on computer-human interaction in play. 2016. P.229-243.
Tondello, G. F., Mora, A., Marczewski, A., & Nacke, L. E. (2019). Empirical validation of the gamification user types hexad scale in English and Spanish. International Journal of Human-Computer Studies, 127, 95-111.
Wong, K. K. K. (2013). Partial least squares structural equation modeling (PLS-SEM) techniques using SmartPLS. Marketing Bulletin, 24(1), 1-32.
Bozkurt, A.; Sharma, R. C. Emergency Remote Teaching in a Time of Global Crisis Due to Corona Virus Pandemic. Asian Journal of Distance Education, v. 15, i–vi,2020.
Da Silva Costa, Cássia Eufrásia et al. Aplicabilidade da gamificação em sala de aula em períodos de pandemia. Brazilian Journal of Development, v.6, n. 10, p. 79789- 79802, 2020.
De-Marcos, Luis; Garcia-Cabot, Antonio; Garcia-Lopez, Eva. Towards the social gamification of e-learning: A practical experiment. International journal of engineering education, v. 33, n. 1, p. 66-73, 2017.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elementsto gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9- 15).
Dichev, C.; Dicheva, D. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, [S.l.], v. 14, n. 1, p. 9, 2017.
Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications.
Hair Jr, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2017). Advanced issues in partial least squares structural equation modeling. saGe publications.
Hallifax, S., Serna, A., Marty, J. C., Lavoué, G., & Lavoué, E. (2019, October). Factors to consider for tailored gamification. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play (pp. 559-572).
Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191- 210.
Kocadere, Selay Arkün; Çaglar, Şeyma. Gamification from player type perspective: A case study. Journal of Educational Technology & Society, v. 21, n. 3, p. 12-22, 2018.
Krause, Markus et al. A playful game changer: Fostering student retention in online education with social gamification. In: Proceedings of the Second (2015) ACM conference on Learning@ Scale. 2015. p. 95-102.
Mader, Sebastian; BRY, François. Fun and engagement in lecture halls through social gamification. 2019.
Maia, Berta Rodrigues; Dias, Paulo César. Anxiety, depression and stress in university students: the impact of COVID-19. Estudos de Psicologia (Campinas), v. 37, 2020.
Marczewski, Andrezej. User types. Even ninja monkeys like to play: Gamificiation, game thinking and motivational design, v. 1, p. 65-80, 2015.
Oliveira, Wilk; Bittencourt, Ig Ibert; Dermeval, Diego; Isotani, Seiji. Gamificação e Informática na Educação. In: Sampaio, Fábio F.; Pimentel, Mariano; Santos, Edméa O. (Org.). Informática na Educação: games, inteligência artificial, realidade virtual/aumentada e computação ubíqua. Porto Alegre: Sociedade Brasileira de Computação, 2021. (Série Informática na Educação, v.7) Disponível em: <https://ieducacao.ceie-br.org/gamificacao/>.
Oliveira, Wilk; Bittencourt, Ig Ibert. Tailored gamification to educational technologies. Springer Singapore, 2019.
Orji, Rita et al. Tailoring persuasive health games to gamer type. In: Proceedings of the sigchi conference on human factors in computing systems. 2013. p. 2467-2476.
Orji, R., Tondello, G. F., & Nacke, L. E. (2018, April). Personalizing persuasive strategies in gameful systems to gamification user types. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-14).
Ribeiro, Ralph Breno Silva et al. Investigação empírica sobre os efeitos da gamificação de um juiz online em uma disciplina de introdução à programação. Revista Brasileira de Informática na Educação, v. 28, p. 461-490, 2020.
Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., & Isotani, S. (2021, March). Gamification Works, but How and to Whom? An Experimental Study in the Context of Programming Lessons. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 184-190).
Santos, A. C. G., Oliveira, W., Hamari, J., Rodrigues, L., Toda, A. M., Palomino, P. T., & Isotani, S. (2021). The relationship between user types and gamification designs. User Modeling and User-Adapted Interaction.
Simões, Jorge; Redondo, Rebeca Díaz; Vilas, Ana Fernández. A social gamification framework for a K-6 learning platform. Computers in Human Behavior, v. 29, n. 2, p. 345-353, 2013.
Smiderle, Rodrigo. O efeito da gamificação no engajamento e aprendizagem de programação: um estudo considerado a personalidade e a orientação motivacional dos estudantes. 2019.
Smiderle, Rodrigo; Rigo, Sandro; Jaques, Patricia. Estudando o impacto da gamificação na aprendizagem e engajamento de alunos de acordo com os traços de personalidade e a orientação motivacional. In: Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE). 2019. p. 793.
Toda, A. M., Valle, P. H., & Isotani, S. (2017). The dark side of gamification: An overview of negative effects of gamification in education. In Researcher links workshop: higher education for all (pp. 143-156). Springer, Cham.
Tondello, Gustavo F. et al. The gamification user types hexad scale. In: Proceedings of the 2016 annual symposium on computer-human interaction in play. 2016. P.229-243.
Tondello, G. F., Mora, A., Marczewski, A., & Nacke, L. E. (2019). Empirical validation of the gamification user types hexad scale in English and Spanish. International Journal of Human-Computer Studies, 127, 95-111.
Wong, K. K. K. (2013). Partial least squares structural equation modeling (PLS-SEM) techniques using SmartPLS. Marketing Bulletin, 24(1), 1-32.
Published
2021-11-22
How to Cite
NASCIMENTO, Isabelle Melo do; AMARAL NETO, José Rocha do; SILVA JUNIOR, Luiz Oliveira da; COSTA, Thaíse Kelly de Lima; OLIVEIRA, Wilk.
The effects of social gamification on student performance during the Covid-19 quarantine. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 32. , 2021, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 338-349.
DOI: https://doi.org/10.5753/sbie.2021.218186.
