NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1227567
Record Type: Journal
Publication Date: 2019
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0158-7919
EISSN: N/A
Effects of Gamification on Students' Online Interactive Patterns and Peer-Feedback
Huang, Biyun; Hwang, Gwo-Jen; Hew, Khe Foon; Warning, Peter
Distance Education, v40 n3 p350-379 2019
Gamification offers potential for improving students' online discussion quantity and the depth of discussion content. However, very few studies have examined the social network patterns when students are posting and providing peer-feedback to each other in gamification-based environments. In response to those gaps, this study used a learning analytics approach to understand the effects of gamification on students' online interactive patterns, posting quantity, and peer-feedback quality. The social network analysis results showed that students in the gamification-based course had denser networks than those in the control group. More students were active in the network compared with the control group. Content analysis revealed that students provided higher quality peer-feedback than students in the control group. This study provides empirical evidence for the positive effects of gamification on students' online interaction. Future research trends and the limitations of this study are also discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A