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How Do Students Interact in Online Discussion Forums in a PENS-Based Gamified Course?

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Title: How Do Students Interact in Online Discussion Forums in a PENS-Based Gamified Course?
Language: English
Authors: Cheng, Jiaming, Lei, Jing, Zhang, Lili
Source: International Journal of Technology in Teaching and Learning. 2020-2021 16(2):61-77.
Availability: International Journal of Technology in Teaching and Learning. Web site: https://sicet.org/main/journals/ijttl/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Discussion, Teaching Methods, Game Based Learning, Graduate Students, Peer Relationship, Need Gratification
ISSN: 1551-2576
Abstract: This study explored how to effectively apply gamification design principles to improve the quantity and quality of online discussions. Based on a game design framework: Playing Experience of Needs Satisfaction (PENS), two specific gamification design principles: (1) aligning gamification awards with specific performance expectations; and (2) weighing gamification awards based on task challenging levels, were applied in online discussion forums of a graduate level online course. Data on student activities in online discussion were collected from the baseline (non-gamified) version of the course and the gamified version. Both quantitative and qualitative methods were used to examine how students interacted with each other in the gamified environment compared to non-gamified environment. Results suggested that the gamification design features promoted knowledge-building in online discussions, encouraged more decentralized and diverse interactions among students, and motivated a higher level engagement in student facilitators. Implications for further research and practices were also discussed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1332320
Database: ERIC
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  Data: How Do Students Interact in Online Discussion Forums in a PENS-Based Gamified Course?
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Teaching+and+Learning%22"><i>International Journal of Technology in Teaching and Learning</i></searchLink>. 2020-2021 16(2):61-77.
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  Data: This study explored how to effectively apply gamification design principles to improve the quantity and quality of online discussions. Based on a game design framework: Playing Experience of Needs Satisfaction (PENS), two specific gamification design principles: (1) aligning gamification awards with specific performance expectations; and (2) weighing gamification awards based on task challenging levels, were applied in online discussion forums of a graduate level online course. Data on student activities in online discussion were collected from the baseline (non-gamified) version of the course and the gamified version. Both quantitative and qualitative methods were used to examine how students interacted with each other in the gamified environment compared to non-gamified environment. Results suggested that the gamification design features promoted knowledge-building in online discussions, encouraged more decentralized and diverse interactions among students, and motivated a higher level engagement in student facilitators. Implications for further research and practices were also discussed.
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