The effect of online learning enhanced with gamification on student's engagement to online learning environment, academic achievement and learning motivation

The aim of this study is to determine the effects of online learning enhanced with gamification and online learning without gamification on academic achievement, learning motivation and student's engagement to online learning environment. The research were conducted with 2x2 factorial experimental design. The dependent variables used in the research design was academic achievement, learning motivation (internal goal orientation, external goal orientation, task value, self-efficacy perceptions, control beliefs and test anxiety) and online student engagement (cognitive engagement, behavioural engagement, affective engagement). Meanwhile, gamification strategy was the independent variable the effect of which was examined on these dependent variables. This variable was studied on two levels: gamification enhancement and non-gamification. These levels were examined by forming two experimental condition and two experimental groups throughout the teaching-learning process. The study group consisted of 72 students studying at Sakarya University Faculty of Education and taking Educational Films (SAU 205) course. Motivation Scale, Student Engagement Scale in Online Learning Environments, Academic Achievement Test, Demographics Information Form, Interview Form and Online Learning System Records were used as data collection tools. Experimental procedures were applied to the students for a total of eight weeks, three weeks of which were preparation for the implementation. Moreover, data were collected before and after the experimental procedures. At the end of the experimental process, interviews were conducted with the students in the group that online learning enhanced with gamification. Quantitative data were analyzed using ANCOVA, correlation analysis, independent samples T test. Qualitative data were analyzed using content analysis. According to the quantitative findings of the research, only Self-Efficacy and Task Value that sub-factors of Motivation Scale, that Affective Engagement that sub-factor of Student Engagement Scale in Online Learning Environments was found significant in favour of the students participated the online learning enhanced with gamification. Moreover, the mean of student's log-in numbers to the online system was significantly higher in the group that participated in online learning enhanced with gamification compared to the group that participated in online learning without gamification. According to the qualitative findings, the students who participated online learning group enhanced with gamification and accepted to participate in the interviews stated that the course was efficient and they completed the course without having any technical problems. In addition, they mentioned that the application provided a comfortable learning experience that offering flexibility in learning. According the results the students who participated in the interview had a positive attitude towards gamification usage within online educational setting. In addition, it was found out that points, components of restriction of access and curiosity increased the number of system log-in. Likewise, it was also seen that discussion platform contributed to the motivation and leader board contributed to the course achievement.