Impact of gamification on learner success in Elearning : a case study on technical and vocational education | |
| Author | Jayalath, Jayalath Arachchige Don Janaka |
| Call Number | AIT Diss no.IM-21-01 |
| Subject(s) | Gamification--Design--Case studies Vocational education--Computer games Educational technology Internet in education |
| Note | A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Information Management |
| Publisher | Asian Institute of Technology |
| Abstract | The delivery of "Technical and Vocational Education and Training (TVET)" using blended eLearning is a viable option because of difficulties in geographical reach, promotion of work-based learning, and capacity issues in the training centers. Learner success is regarded as a critical factor in learning; however, it has been discovered that a learner's lack of interest and boredom are primarily determined by the learner's motivation. Investigation of the feasibility of gamification as an efficacious instrument for blended learning is the wider scope of this research and the specific objectives are to propose a suitable approach to implementing gamification for blended learning in the vocational context by using a suitable gamification design, to develop a prototype of a gamified eLearning course, and to evaluate the prototype to determine the impact of gamification in terms of learner success. The research methodology consisted of four steps: 1) development of a conceptual framework with model building, 2) design and development of the gamified course, 3) course implementation and delivery, and 4) evaluation of learner performance. In the first step, the gamification design was constructed using theoretical impressions backed by empirical evidence. Gamification design mainly consists of motivational and engagement designs. The motivational design was performed using a motivational framework with factors consisting of attention, relevance, confidence, and satisfaction. For improved learning, the engagement design incorporates emotional, behavioral, and cognitive elements. The gamification design proposes game dynamics, related game mechanics, and appropriate game components. Thereafter, relationships were identified to construct the operational model. The operational model was then developed to govern the entire process of utilizing appropriate game components for an effective learning experience. The second step was the design and development of the gamified course, which defined learning outcomes, developed content, and embedded fifteen game components in content and structural gamification in a sample online course on "Decision Making Techniques". Based on the analysis results, this novel gamification design has had a positive impact on learners’ engagement, motivation, and thereby on their competence. |
| Year | 2021 |
| Type | Dissertation |
| School | School of Engineering and Technology |
| Department | Department of Information and Communications Technologies (DICT) |
| Academic Program/FoS | Information Management (IM) |
| Chairperson(s) | Vatcharaporn Esichaikul |
| Examination Committee(s) | Dailey, Matthew N.;Teerapat Sanguankotchakorn |
| Scholarship Donor(s) | Skills Sector Development Programme (SSDP) Sri Lanka |
| Degree | Thesis (Ph.D.) - Asian Institute of Technology, 2021 |