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Is Classroom Gamification Opposed to Performance?

Author

Listed:
  • Antoni Hernández-Fernández

    (Complexity and Quantitative Linguistics Lab, Laboratory for Relational Algorithmics, Complexity and Learning (LARCA), Institute of Education Science, Universitat Politècnica de Catalunya, 08034 Barcelona, Spain)

  • Noelia Olmedo-Torre

    (Department of Graphic and Design Engineering, Universitat Politècnica de Catalunya, 08034 Barcelona, Spain)

  • Marta Peña

    (Department of Mathematics, Universitat Politècnica de Catalunya, 08034 Barcelona, Spain)

Abstract

Learning through digital media is currently considered as a mixture of methodologies that aim to approach the reality of students to motivate them. Gamification emerges as one of the pedagogical methodologies on the rise in digital classrooms, but is it really practical? What are its effects? A gamification longitudinal case-study experience was carried out in the subject: complements for disciplinary training in technology of the master’s degree of secondary school teachers (technology specialty) that is taught at the Universitat Politècnica de Catalunya, where gamified activities and alternatives to traditional master teaching have been introduced in a progressive way throughout three academic years (2016/17 to 2018/19). The results show that there is a negative correlation between the numerical scores of the different components of the evaluation and the marks obtained in the activities of gamification. It is surprising that the group less involved in the gamification obtained better academic results, although gamification improved the motivation and the valuations of the subject, due to the inclusion of more games in the course. This raises doubts on whether the positive effects of gamification on the climate of the classroom and on motivation are opposed to academic results.

Suggested Citation

  • Antoni Hernández-Fernández & Noelia Olmedo-Torre & Marta Peña, 2020. "Is Classroom Gamification Opposed to Performance?," Sustainability, MDPI, vol. 12(23), pages 1-20, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:23:p:9958-:d:452878
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    References listed on IDEAS

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    1. Neil B. Niman, 2014. "The Gamification of Higher Education," Palgrave Macmillan Books, Palgrave Macmillan, number 978-1-137-33146-5, December.
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    Cited by:

    1. Rocío Martínez-Jiménez & Cristina Pedrosa-Ortega & Ana Licerán-Gutiérrez & M. Carmen Ruiz-Jiménez & Elia García-Martí, 2021. "Kahoot! as a Tool to Improve Student Academic Performance in Business Management Subjects," Sustainability, MDPI, vol. 13(5), pages 1-13, March.
    2. Hana Dler Ahmed & Gulsum Asiksoy, 2021. "The Effects of Gamified Flipped Learning Method on Student’s Innovation Skills, Self-Efficacy towards Virtual Physics Lab Course and Perceptions," Sustainability, MDPI, vol. 13(18), pages 1-19, September.
    3. Mihai Burlacu & Claudiu Coman & Maria Cristina Bularca, 2023. "Blogged into the System: A Systematic Review of the Gamification in e-Learning before and during the COVID-19 Pandemic," Sustainability, MDPI, vol. 15(8), pages 1-35, April.

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