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Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies

Author

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  • José-María Campillo-Ferrer

    (Department of Social Sciences Education, University of Murcia, 30100 Murcia, Spain)

  • Pedro Miralles-Martínez

    (Department of Social Sciences Education, University of Murcia, 30100 Murcia, Spain)

  • Raquel Sánchez-Ibáñez

    (Department of Social Sciences Education, University of Murcia, 30100 Murcia, Spain)

Abstract

This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment. According to the results of the pre- and post-tests, the integration of this game-based student response system into the teaching process improved students’ perception of certain concepts in social science teaching, increased their active participation in the lesson, and motivated them towards learning in a more interactive and stimulating environment. Therefore, it is recommended to take gamification to a whole new level with attractive digital participation platforms to increase motivation and enhance students’ learning experience in higher education contexts.

Suggested Citation

  • José-María Campillo-Ferrer & Pedro Miralles-Martínez & Raquel Sánchez-Ibáñez, 2020. "Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies," Sustainability, MDPI, vol. 12(12), pages 1-13, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:12:p:4822-:d:370758
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    References listed on IDEAS

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    1. Felicia Andrioni, 2018. "Cross-European Perspective in Social Work Education: A Good Blended Learning Model of Practice," Sustainability, MDPI, vol. 10(5), pages 1-15, May.
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    Cited by:

    1. María Jesús Santos-Villalba & Juan José Leiva Olivencia & Magdalena Ramos Navas-Parejo & María Dolores Benítez-Márquez, 2020. "Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study," Sustainability, MDPI, vol. 12(20), pages 1-20, October.
    2. Ana Manzano-León & Pablo Camacho-Lazarraga & Miguel A. Guerrero & Laura Guerrero-Puerta & José M. Aguilar-Parra & Rubén Trigueros & Antonio Alias, 2021. "Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education," Sustainability, MDPI, vol. 13(4), pages 1-14, February.
    3. Chung-Kwan Lo & Ka-Yan Liu, 2022. "How to Sustain Quality Education in a Fully Online Environment: A Qualitative Study of Students’ Perceptions and Suggestions," Sustainability, MDPI, vol. 14(9), pages 1-11, April.
    4. Mario Grande-de-Prado & Roberto Baelo & Sheila García-Martín & Víctor Abella-García, 2020. "Mapping Role-Playing Games in Ibero-America: An Educational Review," Sustainability, MDPI, vol. 12(16), pages 1-12, August.
    5. José María Campillo-Ferrer & Pedro Miralles-Martínez & Raquel Sánchez-Ibáñez, 2021. "The effectiveness of using edublogs as an instructional and motivating tool in the context of higher education," Palgrave Communications, Palgrave Macmillan, vol. 8(1), pages 1-9, December.

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