Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation

Digital game-based learning (DGBL) and Gamification are emerging methodological strategies in education. This research aims to analyze the effects on academic performance and motivation after an experience combining DGBL and Gamification in university students. The sample comprises 126 students, of...

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Autores: Camacho Sánchez, Rubén, Rillo Albert, Aaron, Lavega i Burgués, Pere
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Universitat de Lleida (UdL)
Repositorio:Repositori Obert UdL
OAI Identifier:oai:repositori.udl.cat:10459.1/84746
Acceso en línea:https://doi.org/10.3390/app122111214
http://hdl.handle.net/10459.1/84746
Access Level:acceso abierto
Palabra clave:Game-based learning
Gamification
Physical education
Academic performance
Motivation
Digital games
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spelling Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and MotivationCamacho Sánchez, RubénRillo Albert, AaronLavega i Burgués, PereGame-based learningGamificationPhysical educationAcademic performanceMotivationDigital gamesDigital game-based learning (DGBL) and Gamification are emerging methodological strategies in education. This research aims to analyze the effects on academic performance and motivation after an experience combining DGBL and Gamification in university students. The sample comprises 126 students, of whom 38 were in the experimental group. Three measurement instruments have been used: an evaluative test to measure academic performance, the Questionnaire on Motivation for Cooperative Playful Learning Strategies (CMELAC) and a questionnaire with three open-ended questions, which complement the measurement of motivation. This analysis is conducted using independent sample t-tests. We undertook a Bonferroni adjustment to the alpha level (new p = 0.017). The results show significant differences in academic performance between the control and experimental groups. Motivation shows high values among all participants. No significant differences were found between the two experimental subgroups when the competition was added to the dynamics. In conclusion, the results of the present study support the gamified DGBL method as an exciting teaching tool that corresponds to students’ active learning and provide valuable immediate feedback on students’ attempts, improvements in academic performance and a high level of motivation.MDPI2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.3390/app122111214http://hdl.handle.net/10459.1/84746reponame:Repositori Obert UdL instname:Universitat de Lleida (UdL)InglésReproducció del document publicat a https://doi.org/10.3390/app122111214Applied Sciences, 2022, vol. 12, núm. 21, 11214cc-by (c) Rubén Camacho-Sánchez, Aaron Rillo-Albert, Pere Lavega-Burgués, 2022info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/oai:repositori.udl.cat:10459.1/847462026-06-24T12:42:17Z
dc.title.none.fl_str_mv Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation
title Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation
spellingShingle Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation
Camacho Sánchez, Rubén
Game-based learning
Gamification
Physical education
Academic performance
Motivation
Digital games
title_short Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation
title_full Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation
title_fullStr Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation
title_full_unstemmed Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation
title_sort Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation
dc.creator.none.fl_str_mv Camacho Sánchez, Rubén
Rillo Albert, Aaron
Lavega i Burgués, Pere
author Camacho Sánchez, Rubén
author_facet Camacho Sánchez, Rubén
Rillo Albert, Aaron
Lavega i Burgués, Pere
author_role author
author2 Rillo Albert, Aaron
Lavega i Burgués, Pere
author2_role author
author
dc.subject.none.fl_str_mv Game-based learning
Gamification
Physical education
Academic performance
Motivation
Digital games
topic Game-based learning
Gamification
Physical education
Academic performance
Motivation
Digital games
description Digital game-based learning (DGBL) and Gamification are emerging methodological strategies in education. This research aims to analyze the effects on academic performance and motivation after an experience combining DGBL and Gamification in university students. The sample comprises 126 students, of whom 38 were in the experimental group. Three measurement instruments have been used: an evaluative test to measure academic performance, the Questionnaire on Motivation for Cooperative Playful Learning Strategies (CMELAC) and a questionnaire with three open-ended questions, which complement the measurement of motivation. This analysis is conducted using independent sample t-tests. We undertook a Bonferroni adjustment to the alpha level (new p = 0.017). The results show significant differences in academic performance between the control and experimental groups. Motivation shows high values among all participants. No significant differences were found between the two experimental subgroups when the competition was added to the dynamics. In conclusion, the results of the present study support the gamified DGBL method as an exciting teaching tool that corresponds to students’ active learning and provide valuable immediate feedback on students’ attempts, improvements in academic performance and a high level of motivation.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.3390/app122111214
http://hdl.handle.net/10459.1/84746
url https://doi.org/10.3390/app122111214
http://hdl.handle.net/10459.1/84746
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a https://doi.org/10.3390/app122111214
Applied Sciences, 2022, vol. 12, núm. 21, 11214
dc.rights.none.fl_str_mv cc-by (c) Rubén Camacho-Sánchez, Aaron Rillo-Albert, Pere Lavega-Burgués, 2022
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
rights_invalid_str_mv cc-by (c) Rubén Camacho-Sánchez, Aaron Rillo-Albert, Pere Lavega-Burgués, 2022
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Repositori Obert UdL
instname:Universitat de Lleida (UdL)
instname_str Universitat de Lleida (UdL)
reponame_str Repositori Obert UdL
collection Repositori Obert UdL
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repository.mail.fl_str_mv
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