The Future of Education

Edition 14

Accepted Abstracts

Gamified Assessment: An Exploratory Study with Students from a TESP Course

Sara Cruz, Escola Superior de Tecnologia (Portugal)

Abstract

Gamification can contribute to the involvement, commitment and motivation towards the construction of knowledge. The article presents the results of an exploratory study on the potential of gamification as a way to promote involvement around the learning of multimedia content. The game-based elements were used to create a system based on concepts of meaningful gamification, involving students, an essential factor in gamification (Raftopoulos, 2014). Assessment over time was divided into simple tasks with different levels of importance that students had to complete. Everyone wanted to get the best grade. This competition can potentially increase students' work capacities and keep them motivated to succeed (Shindler, 2009). We opted for a mixed methodology involving the collection of quantitative and qualitative data. Throughout the data collection process, we direct observations that were recorded in a logbook are a form of detailed data collection (Bogdan, Biklen, 1994). We started the study by informing the participating students, the gamification process that was going to be implemented, the rules defined and the implications that this process had on their evaluation. We continue to organize the content and objectives of the discipline in gamified works. Finally, students were encouraged to reflect on the adopted pedagogical strategy. Data analysis allowed us to realize that it was an enriching experience for students, which involved them in the learning process and in their own evaluation process. We also realized that the gamification methodology adopted promoted positive competition and commitment to the discipline.

Keywords: gamification, assessment, learning.

References:
[1] Raftopoulos, M. (2014). What are the most effective uses of Gamification in Learning? Retrieved from online at: http://elearningindustry.com/how-gamification-reshapes-learning#marigo-raftopoulos
[2] Shindler, J. (2009). Chapter 18: Competition in the Clas.sroom. In Transformative Classroom Management. Retrieved from online at: http://web.calstatela.edu/faculty/jshindl/cm/Chapter18competition-final.htm
[3] Bogdan, R., & Biklen, S. (1994). Investigação Qualitativa em Educação. Uma introdução à teoria e aos métodos. Porto Editora: Porto.

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