The gamified class achieved a higher average final grade (61% vs 53%), with correlation to gamification unconfirmed¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental class had an average final grade of 61% compared to the control class's 53%, but the authors state additional studies are needed to identify possible correlations. → Fotaris P 2016
Evidence¶
Fotaris P 2016¶
Fotaris P, Mastoras T, Leinfellner R and Rosunally Y. (2016). Climbing Up the Leaderboard: An Empirical Study of Applying Gamification Techniques to a Computer Programming Class. The Electronic Journal of e-Learning Volume 14 Issue 2, pp94-110. www.ejel.org. https://eric.ed.gov/?id=EJ1101229
q2 · i? · causal · r1
Comparison of final academic performance between the two cohorts; course evaluation (6 quizzes 30%, exam 35%, project 35%) was identical across years. The authors explicitly hedge the grade difference due to the small sample.
"Finally, EC had the best overall academic performance with an average final grade of 61% compared to C G's 53%. However, due to the relatively low number of participants, additional studies are needed to identify possible correlations between gamification and academic performance."
Discussion¶
Related Claims¶
- The gamified class attended more sessions and arrived late less often than the control class (78% vs 65% average attendance) — related
- Gamified students downloaded reference material more consistently (1.7 vs 1.2 files per student weekly) without exam-period spikes — related
- Standalone serious games show large, relatively consistent effects on knowledge acquisition compared with other gamification categories — related
- Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — a broader claim this one bears on
- In one mixed-methods study of university students, reported in a review, gamified vocabulary learning gave better test results, motivation and satisfaction than traditional instruction — related
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