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Effect of Gamification on Gamers: Evaluating Interventions for Students Who Game the System

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Bibliographic Details
Title: Effect of Gamification on Gamers: Evaluating Interventions for Students Who Game the System
Language: English
Authors: Kirk P. Vanacore (ORCID 0000-0003-0673-5721), Ashish Gurung, Adam C. Sales, Neil T. Heffernan (ORCID 0000-0002-3280-288X)
Source: Journal of Educational Data Mining. 2024 16(1):112-140.
Availability: International Educational Data Mining. e-mail: jedm.editor@gmail.com; Web site: https://jedm.educationaldatamining.org/index.php/JEDM
Peer Reviewed: Y
Page Count: 29
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
National Science Foundation (NSF)
Department of Education (ED)
Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR)
Office of Naval Research (ONR) (DOD)
Small Business Administration (SBA), Small Business Innovation Research (SBIR)
Contract Number: R305D210036
R305N210049
R305D210031
R305A170137
R305A170243
R305A180401
R305A120125
R305R220012
2118725
2118904
1950683
1917808
1931523
1940236
1917713
1903304
1822830
1759229
1724889
1636782
1535428
P200A120238
P200A180088
P200A150306
U411B190024
S411B210024
S411B220024
N000141812768
R44GM146483
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Gamification, Student Behavior, Computer Uses in Education, Intervention, Outcomes of Education, School Districts, Feedback (Response), Mathematics Achievement, Algebra, Mathematics Instruction, Educational Games, Instructional Design, Grade 7, Middle School Students
ISSN: 2157-2100
Abstract: Gaming the system is a persistent problem in Computer-Based Learning Platforms. While substantial progress has been made in identifying and understanding such behaviors, effective interventions remain scarce. This study uses a method of causal moderation known as Fully Latent Principal Stratification to explore the impact of two types of interventions--gamification and manipulation of assistance access on the learning outcomes of students who tend to game the system. The results indicate that gamification does not consistently mitigate these negative behaviors. One gamified condition had a consistently positive effect on learning regardless of students' propensity to game the system, whereas the other had a negative effect on gamers. However, delaying access to hints and feedback may have a positive effect on the learning outcomes of those gaming the system. This paper also illustrates the potential for integrating detection and causal methodologies within educational data mining to evaluate effective responses to detected behaviors.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: EJ1430518
Database: ERIC
Description
Abstract:Gaming the system is a persistent problem in Computer-Based Learning Platforms. While substantial progress has been made in identifying and understanding such behaviors, effective interventions remain scarce. This study uses a method of causal moderation known as Fully Latent Principal Stratification to explore the impact of two types of interventions--gamification and manipulation of assistance access on the learning outcomes of students who tend to game the system. The results indicate that gamification does not consistently mitigate these negative behaviors. One gamified condition had a consistently positive effect on learning regardless of students' propensity to game the system, whereas the other had a negative effect on gamers. However, delaying access to hints and feedback may have a positive effect on the learning outcomes of those gaming the system. This paper also illustrates the potential for integrating detection and causal methodologies within educational data mining to evaluate effective responses to detected behaviors.
ISSN:2157-2100