Effectiveness of gamification elements in blended learning environments

The aim of this study is to determine the efficiency of blended learning environments which are enriched by using gamification elements. In line with the aim, the study was conducted with 63 participants who continued their education in the 2015-2016 fall semester and who registered to the Information Technology in Education I course. The study was designed as converging parallel mixed design in which the qualitative and quantitative data were integrated. Students were randomly divided into two groups (control and experimental groups). In the experimental groups the activity was enriched in online media learning environment by using gamification elements such as giving instructions, progress bar, badges, levels, experience points, leaderboard, reward, course completion rate, activity completion, limitation of activities according to various criteria, submission of notices to participants regarding the event, and alternative activities. The control group did not experience these elements. The data of the study were analyzed and no difference was observed between groups in terms of community of inquiry model, academic success, motivation, emotions. But, gamification elements were interesting for the participants in experimental group. In addition to significant difference between groups in terms of the time spent in online environment. It was also shown that gamification elements such as reward, competition, level, badges, and restrictions had effects on the online participations.