The effect of using gamification elements in online learning environments on students' academic achievement, cognitive load levels, online learning attitudes and motivation

The aim of this research is to determine the effect of gamification applications on students' academic achievement, retention levels in learning, motivation towards the materials that make up the gamification process applications, attitudes towards online learning, cognitive load levels and students' views on the gamification process in teaching the subjects related to the Access to Information via Web course in online environments. In this context, 3rd year students studying in the Department of Forensic Informatics Engineering at a university in the Eastern Anatolia Region in the 2021-2022 academic year and taking the Access to Information via Web (ABM306) course were divided into two groups as experimental (37) and control group (34). The course was given to the experimental group students using gamification applications in an online environment, while the control group students were given the course through standard distance education applications (presentations, videos, live lectures). Within the scope of the course, applications were carried out on the course topics "Internet usage, Information retrieval, Search engines, Performance metrics, Information retrieval models and Graph theory". The research uses a mixed method approach that includes both quantitative and qualitative research methodologies. While the quantitative dimension of the research was carried out in accordance with the quasi-experimental design types "pretest-posttest nonequivalent control group design" and "posttest nonequivalent control group design", the qualitative dimension was carried out according to the "action research" design. The quantitative data of the study were obtained through the achievement test used as pre-test, post-test and retention test, as well as the teaching material motivation questionnaire, online learning attitude scale and cognitive load scale, and were supported by qualitative data obtained through semi-structured interview forms and learning diaries. The achievement test was developed by the researcher to consist of 34 questions. The average difficulty level of the developed achievement test was found to be .56 and the KR 20 coefficient was found to be .89. Another data collection tool, "teaching material motivation questionnaire", was developed in five-point Likert type and consisted of 24 items. The internal consistency coefficient of this measurement tool was found as .83. The "online learning attitude scale" used in the study consisted of 20 items. The internal consistency coefficient of the scale was found as .90. The cognitive load scale used to determine cognitive loadings consisted of one item and 9 levels, and the internal consistency coefficient was found to be .78. While SPSS 22 package programme was used in the analysis of quantitative data, qualitative data were analysed with MS Oficce Excel programme and Canva programme was used for visualisation. As a result of the analysis of the quantitative data of the research, it was determined that using gamification applications in online environments had positive effects on academic achievement, learning retention, motivation towards the teaching material and online learning attitude, and reduced cognitive load compared to using standard distance education applications. Considering the qualitative results, it was seen that online gamification applications create permanent, efficient, easy and transparent learning by creating fun environments, as well as motivating students, enabling them to gain different perspectives, and supporting active participation by enabling them to develop positive attitudes towards the course and the course environment. In this direction, it is suggested that gamification should be applied in other ways, in other courses and fields and It was suggested that it should be generalised.