ABSTRACT

Studies have shown that the application of gamification has positive effects on motivation and learning. However, various meta-studies indicate that there is high volatility in the published results. The purpose of this study is to analyze whether the student’s activity as gamers is related to these differences. A comparative study was conducted with undergraduates’ students in a database course. Students were divided into two instructional approaches: flipped learning (n = 47), and flipped with gamification (n = 49). Gamers were identified in each class using three methods: game frequency, spending money on videogames and most played game genre. The results showed that students in gamified class obtained significantly better results in learning, but there were no differences in motivation and satisfaction. When comparing gamers with non-gamers in the gamified class, the results using the three methods coincide with respect to motivation but show differences in satisfaction and learning. In the same way, when the effects of gamification on non-gamers were analyzed, there are coincidences in which those of the gamified class have better performance, but there are no coincidences regarding motivation and satisfaction. The results obtained show that the conclusions when comparing between gamers and non-gamers depend on the method used to identify them.

摘要

研究表明，游戏化的应用对动机和学习有积极的影响。然而，各种荟萃研究表明，已发表的结果存在很大波动性。本研究的目的是分析学生作为游戏玩家的活动是否与这些差异有关。对数据库课程的本科生进行了比较研究。学生被分为两种教学方法：翻转学习（n  = 47）和翻转游戏化（n = 49）。使用三种方法来识别每个类别的游戏玩家：游戏频率、在视频游戏上的花费和最常玩的游戏类型。结果显示，游戏化课堂的学生在学习上取得了明显更好的成绩，但动机和满意度没有差异。当将游戏化班级中的游戏玩家与非游戏玩家进行比较时，使用三种方法的结果在动机方面一致，但在满意度和学习方面表现出差异。同样，当分析游戏化对非游戏玩家的影响时，游戏化群体表现更好的情况存在巧合，但动机和满意度方面却没有巧合。获得的结果表明，在游戏玩家和非游戏玩家之间进行比较时得出的结论取决于用于识别他们的方法。