An empirical study comparing gamification and social networking on e-learning |
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| Affiliation: | 1. Game Research Lab, School of Information Sciences, FIN-33014 University of Tampere, Finland;2. Aalto University School of Business, P.O. Box 21220, 00076 Aalto, Finland;1. 127 River''s Crossing, 850 College Station Rd., University of Georgia, Athens, GA 30602, USA;2. 217 River''s Crossing, 850 College Station Rd., University of Georgia, Athens, GA 30602, USA;3. 216 River''s Crossing, 850 College Station Rd., University of Georgia, Athens, GA 30602, USA;1. Institute of Mathematics and Computer Science – University of São Paulo, Avenida Trabalhador Sancarlense, 400 – Centro, São Carlos, São Paulo, Brazil;2. University Center of the State of Pará, Av. Governador José Malcher, 1963 – Nazaré, Belém, Pará, Brazil;3. Federal University of Alagoas, Maceió, Alagoas, Brazil |
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| Abstract: | While social networking has already demonstrated its efficiency in e-learning, gamification, which is the use of game-thinking and playful design in non-game contexts, has only shown its potential as a motivational tool. This paper presents the results of testing both social networking and gamification in an undergraduate course, comparing them in terms their effect on students' academic achievement, participation and attitude. The effects of a gamification plugin deployed in a learning management system were compared to those of a social networking site in the same educational setting. We found that both approaches presented better performance than a traditional e-learning approach in terms of academic achievement for practical assignments, but that, when it came to assessing knowledge, the traditional e-learning approach was better. Also challenging current assumptions, participation rates and scores remained low with the new tools, although students' attitudes were positive. |
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| Keywords: | Gamification Playful design Social network E-learning Participation Motivation |
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