The Effect of the Interaction between the Leaderboard patterns (Complete and Limited) and their timing of Display in Games Stimuli based E-learning Environment on improving Academic Achievement, Motivation for Performance and Technology Acceptance level in Female

Document Type : Original Article

Author

Associate Professor of Instructional Technology Ain Shams University –Faculty of Women for Arts, Science & Education - Egypt

Abstract

The present research aims to reveal the effect of the interaction between the leaderboard patterns and the timing of leaderboard display in games stimuli based E-learning environment, on improving academic achievement, motivation for performance and technology acceptance level in Female Teachers Students. Accordingly a games stimuli based E-learning environment with its two leaderboard patterns (Complete and Limited) and their timing of display (immediate and delayed), has been developed by following El Dousoki's (2012) Model stages. Moreover, a combination of educational research methods, namely: The Analytical-Descriptive, the Developmental and the experimental, have been used. In addition on academic achievement test, motivations for performance measure and technology acceptance level measure have also been prepared. The study's sample consists female students studying at college of Women. Those female students have been divided into four experimental groups. The study's results showed that there was no statistically significant difference between who used the complete leaderboard pattern and those who used the limited leaderboard pattern in relation to the academic achievement posttest, the gain in knowledge acquisition and technology acceptance level, while there is a statistically significant difference on achievement motivation in favor who used the limited leaderboard pattern. and that there was also no statistically significant difference between who used the immediate timing display pattern of leaderboard after every educational activity and those who used the delayed timing display pattern of leaderboard after a group of educational activities on the research dependent variables. Also,  there was no statistically significant difference effect that can be attributed to the interaction between the patterns of the leaderboard and the patterns of its display timing on the dependent search variables.

Keywords

Main Subjects

References

Alschuler, A. S. (1971). Teaching achievement motivation: Theory and practice in psychological education. Middletown, CT: Education Ventures, Inc.
Alschuler, A. S. (1973). Developing achievement motivation in adolescents. Englewood Cliffs, NJ: Educational Technology Publications.
Alzaid, F. (2018). The effects of gamification based formative assessment on motivation and vocabulary acquisition in ESL classroom. Journal of Computer Assisted Learning, 2(5), 10-23
Akbar, F. (2019). What affects students’ acceptance and use of technology? Dietrich College Honors Theses. Carnegie Mellon University
Andrade, F. R., Mizoguchi, R., & Isotani, S. (2021, June). The bright and dark sides of gamification. In International conference on intelligent tutoring systems, Springer, 76-86.
Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
Byrne, Z. S. (2022). Measuring achievement motivation: Tests of equivalency for English, German  and Israeli versions of the Achievement Motivation Inventory. Personality and Individual Differences, 37, 203-217.  
Banfield, J., & Wilkerson, B. (2020). Increasing student intrinsic motivation and self-efficacy through gamification pedagogy. Contemporary Issues in Education Research (CIER), 7(4), 291-298
Bawa, P., Watson, S. L., & Watson, W. (2018). Motivation is a game: Massively multiplayer online games as agents of motivation in higher education, Computers & Education, 123, 174-194.
Bielik, P. (2018, April). Integration and adaptation of motivational factors into software systems. In Personalized Web-Science, Technologies and Engineering: 11th Spring 2018 PeWe Workshop Modra-Piesok, Slovakia April 1, 2018 Proceedings, 31-32.
Cheng, C. (2018). A Mobile Gamification Learning System for Improving the Learning Motivation and Achievements. Journal of Computer Assisted Learning, 31(3), 268-286.
Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Chen, J. F., Chang, J. F., Kao, C.W. and Huang, Y. M. (2019), "Integrating ISSM into TAM to enhance digital Library services", The Electronic Library, Vol. 34, (1), 58-73.
Davis , F.D. (1989), Perceived Usefulness Perceived Ease of Use and User Acceptance of Information Technology .Management Information Systems Research Center, University of Minnesota, 13 (3): 319-340
Davis , F.D , Bagozzi , R.P and Warshaw, P. R ( 1989), User Acceptance of Compute Technology: A Comparison of Tow Theoretical Models. Management Science, 35 (8): 982-1003.
Davis , F.D. (1989), Perceived Usefulness Perceived Ease of Use and User Acceptance of Information Technology .Management Information Systems Research Center, University of Minnesota, 13 (3): 319-340
Dillon, A. (2021). User Acceptance of Information Technology, IN: W. Karwowski . (ed), Encyclopedia of Human Factors and Ergonomics, London.
Escobar-Rodriguez, T., & Monge-Lozano, P. (2018, May). The acceptance of Moodle technology by business administration students. Computers & Education, 58(4), 85-93.
Fotaris, P., Leinfellner, R., & Rosunally, Y. (2019). Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class. Electronic Journal of e-learning، 14(2)، 94-110.
Gafni. R., Achituv,D.B., Eidelman,S.& Chatsky,T.(2018). The effects of gamification elements in e-learning platforms. Online Journal of Applied Knowledge Management, A Publication of the International Institute for Applied Knowledge Management, 6(2),37-53.
Glover, I. (2020, June). Play as you learn: gamification as a technique for motivating learners. In Edmedia+ innovate learning (pp. 40-123).
Hamari, J. , Koivisto,J., & Sarsa, H. (2018). ―Does gamification work? A literature review of empirical studies on gamification, in Proc. the Annual Hawaii International Conference on System Sciences, pp. 3025–3034.
Hanus, M. D., & Fox, J. (2019). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance, Computers & Education, 80, 152-161.
Hamari, J., Koivisto & Sarsa, H. (2021, January). Does Gamification Work?-A Literature Review of Empirical Studies on Gamification. In HICSS (Vol. 14, No. 2021, pp. 25-34)
Hanus, M. D., & Fox, J. (2020). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & education, 80, 52-61.
Huang, H & Soman, D.( 2020) A practitioner's guide to gamification of education. Toronto, , Rotman School of management: https://en.oxforddictionaries.com/definition/gamification
Jia, Y., Liu, Y., Yu, X., & Voida, S. (2017). Designing Leaderboards for Gamification: Perceived Differences Based on User Ranking, Application Domain, and Personality Traits. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM. 149-160. Available at: https://doi.org/10.1145/3025453.3025826
Groh, F. (2020). Gamification: State of the art definition and utilization. Institute of Media Informatics Ulm University, Computers in Human Behavior, 71, 69-78 .
Jang, J., Park, J. & Yi, M. (2020). Gamification Of Online Learning. Artificial Intelligence In Education 17th International Conference, 22-26 Jun. Cham, Switzerland: Springer International Publishing, Pp. 46-55.
Karl, K. (2018). Types of gamification – games VS gamification How to choose the
Right strategy? In Edmedia+ innovate learning. 20-75. Available at: www.learntech.in/types-of-gamification- games-vs-gamification/
Kim, K., & Ahn, S. J. G. (2017). The Role of Gamification in Enhancing Intrinsic Motivation to Use a Loyalty Program, Journal of Interactive Marketing, 40, 41-51.
Landers, N., Bauer, K. N., & Callan, C. (2017). Gamification of task performance with leaderboards: A goal setting experiment. Computers in Human Behavior, 71, 508-515.
Larson, R. (2020). Validity and Reliability of the Experience-Sampling Method. In M. Csikszentmihalyi (Ed.), Flow and the Foundations of Positive Psychology, (135–154) Dordrecht, The Netherlands; Springer.. doi:10.1007/978-94-017-9088-8_3
Lederer, A. Hsiao, C.H, Tang, K.Y.  (2020). "The Technology Acceptance Model and the World Wide Web", Decision Support Systems, Vol. 29,69-82
Lee, J. & Hammer, J. (2019). Gamification In Education: What, How, Why Bother? . Academic Exchange Quarterly. 15(2). 1-5.
Lister, Meaghan. (2021). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology. 3. 10.2458/azu_itet_v3i2_Lister.
Mcntos,N.O.(2018). The Impact of Gamification on Seventh-Graders’ Academic Achievement in Mathematics. Online Theses and Dissertations, ProQuest ,No. 10974660.
Mohammad, A. S. (2019, November). Gam education: using gamification techniques to engage learners in online learning. In European Summit on Immersive Education, Springer,  85-97.
Nagle, A., Wolf, P., & Novak, D. (2019). The use of player-centered positive reinforcement to schedule in-game rewards inreases enjoyment and performance in a serious game. International Journal of Serious Games, 1(4), 35-47.
Nakamura, J., & Csikszentmihalyi, M .(2019) .Flow theory and research. Handbook of positive psychology, 195-206 .
Nicholson, S. (2021). A recipe for meaningful gamification. In Gamification in education and business, Springer,  20-40.
Ortiz, M., Chiluiza, K., & Valcke, M. (2019). Gamification through leaderboards: An empirical study in engineering education. Computer Applications in Engineering Education, 27(4), 777-788.
  Owens,D.(2016). The Effects Of Gamification On Achievement Goal Orintation And Motivation To Learn Biologyinan Introductory  Under Graduate  Laboratory  Course . Online Theses and Dissertations ,ProQuest,NO.10111216.
Prakash, E. C., & Rao, M. (2020). Gamification in Informal Education Environments: A Case Study. In Transforming Learning and IT
Ralph, P. (2019). Proposing a theory of gamification effectiveness. In Companion Proceedings of the 36th International Conference on Software Engineering (pp. 626-697). ACM.
Ryals, K. (1975). Achievement motivation training for low-achieving eighth and tenth grade boys. Journal of Experimental Education, 44, 47-51. Retrieved.
Smith, R. (1973). Achievement motivation and achievement motivation training. In R. Smith & G. Walz (Eds.), Developing students’ potentials (pp. 5-17). Washington, DC: Education Resources Division Capitol Publications, Inc.
Talib, N., & Yassin, S., & Nassr, M. (2017). Teaching and Learning Computer Programming Using Gamification and Observation through Action Research. ReserchGate, 6(3).
Thom, J; Millen, D; and DiMicco, J (2019) Removing  gamification from an enterprise SNS, ( Conference: CSCW '12 Computer Supported Cooperative Work, Seattle) WA, USA, February 11-15
Park, S, Y. (2019). An Analysis Of The Technology Acceptance Model In Understanding University Students’ Behavioral Indentation To Use E- Learning, Educational Technology & Society, Vol.12, No. 3, P.P 150-162.
Perryer, C., Celestine, N. A., Scott-Ladd, B., & Leighton, C. (2016). Enhancing workplace motivation through gamification: Transferrable lessons from,The International Journal of Management Education, 14(3), 327-335.
Phillips, C., Johnson, D., White, M. J., & Hides, L. (2018) The impact of rewards and trait reward responsiveness on player motivation. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play, 393-404.
Richter, G., Raban, D. R., & Rafaeli, S. (2021). Studying gamification: the effect of rewards and incentives on motivation Gamification in education and business (pp. 1-25): Springer.
Rojas, M., Chiluiza, K., & Valcke, M. (2019). Gamification through leaderboards: An empirical study in engineering education. Computer Applications in Engineering Education, 27(4), 777-788.
Richter, G., Raban, D. R., & Rafaeli, S. (2019). Studying gamification: the effect of rewards and incentives on motivation Gamification in education and business (pp. 1-25): Springer.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54-67. doi:https://doi.org/10.1006/ceps.1999.1020.
Rose, J.(2020). The Gamification of Physics Education: A Controlled Study of the Effect on Motivation of First Year Life Science Students. University of Guelph, Journal of Computer Assisted Learning, 3(1), 60-81.
Ryan, R. M.,  & Deci, L. (2021). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68 .
Sailer, M., Hense, J., & Klevers, M. (2017). Fostering development of work competencies and motivation via gamification. In M. Mulder (Ed.), Competence-based vocational and professional education: Bridging the worlds of work and education (pp. 794–819). Cham, Switzerland: Springer International Publishing AG.
Sarrab, M., Elbasir, M., & Alnaeli, S. (2020). Towards a quality model of technical aspects for mobile learning services: An empirical investigation. Computers in Human Behavior, (55), 100-112.
Shannon, D. (2019). Expanding the Technology Acceptance Model (TAM) To Examine Faculty Use of Learning Management System (LMSS) In Higher Education Institutions, MER LOT Journal of Online Learning and Teaching, Vol. 11, No.2, June, 10-45.
Sharma, S. K and Chandel , J. K. (2019), Technology Acceptance Model for the Use of Learning Through Websites in Oman. International Arab Journal of e-Technology, 3 (1): 44-51
Sicat, A. S. (2021). Enhancing College Students’ Proficiency in Business Writing Via Schoology. International Journal of Education and Research, 3(1), 159-178.
Smith, A. (2018). Gamifying learning experiences: Practical implications and outcomes. Computers & education, 63, 380-392.
Su, C. H. (2019). The effects of students' motivation, cognitive load and learning anxiety in gamification software engineering education: a structural equation modeling study, Multimedia Tools and Applications, 75(16), 10013-10036.
Suendra, P. (2018). Technology Acceptance Model: A Survey of Literature, International Journal of Business and Social Research (IJBSR), VOL.2, NO. 4, P.P 75-78.
Urha, M, Vukovica G, Jereba E, &Pintara R ( 2020 ) The model for introduction of gamification into e-learning in higher education, Social and Behavioral Sciences 197, 178 – 187.
Van, Deterding,S & Zaman,B. (2019). Collecting Pokémon or Receiving Rewards? How People Functionalise Badges in Gamified Online Learning Environments in the Wild, International Journal of Human-Computer Studies,vol,127,62-8
Vansteenkiste, M., Niemiec, P., & Soenens, B. (2020). The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions The decade ahead: Theoretical perspectives on motivation and achievement (pp. 105-165): Emerald Group Publishing Limited
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2), 186-204.
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2), 186-204Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2), 186-204.
Venkatesh, V., Morris, M.G., Davis, G.B. & Davis, F.D. (2003), “User acceptance of information technology: toward a unified view”, MIS Quarterly, 27 (3), 425-478.
Venkatesh, V., Morris, M.G., Davis, G., & Davis, F.D. (2021). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27, 425–478.
Venkatesh, V., Thong, J. Y., & Xu, X. (2012). Consumer acceptance and use of
information technology: extending the unified theory of acceptance and use of
technology. MIS quarterly, 157-178.
Yurdakul, I. K., Ursavaş, B. (2020). An Integrated Approach for Preservice Teachers’ Acceptance and Use of Technology: UTAUT-PST Scale. Eurasian Journal of Educational, 23(2),
Zichermann, G., & Cunningham, C. (2019). Gamification by design: Implementing game mechanics in web and mobile apps. British Journal of Social Psychology, 44 (2), 69–87.

Files

Share

How to cite

Statistics