Benefit of Gamification for Persistent Learners: Propensity to Replay Problems Moderates Algebra-Game Effectiveness [Konferenzbericht] Paper presented at ACM Conference on Learning @ Scale (10th, Copenhagen, Denmark, Jul 20-22, 2023).

Autor/inn/en	Vanacore, Kirk; Sales, Adam; Liu, Allison; Ottmar, Erin
Titel	Benefit of Gamification for Persistent Learners: Propensity to Replay Problems Moderates Algebra-Game Effectiveness [Konferenzbericht] Paper presented at ACM Conference on Learning @ Scale (10th, Copenhagen, Denmark, Jul 20-22, 2023).
Quelle	(2023), (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Games; Gamification; Algebra; Mathematics Instruction; Knowledge Level; Student Attitudes; Program Effectiveness; Student Behavior; Persistence; Computer Assisted Instruction; Student Characteristics; Repetition; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Mathematics lessons; Mathematikunterricht; Wissensbasis; Schülerverhalten; Student behaviour; Ausdauer; Computer based training; Computerunterstützter Unterricht; Wiederholung
Abstract	Computer-assisted learning platforms (CALPS) increasingly include gamified elements to improve student outcomes by enhancing their engagement with content. Although evidence exists that gamified programs increase engagement and learning outcomes, there is little causal research on what programmatic mechanisms drive the effect between engagement and learning. In the following paper, we explore this relationship through a method of causal moderation known as fully latent principal stratification. Using data from a large-scale randomized control trial assessing gamified and traditional CALP systems' effects on algebraic knowledge, we estimate the impact of using the gamified CALP on students who engage with one of its key gamification elements--replaying a problem after a suboptimal attempt. The gamified CALP asks students to manipulate algebraic expressions from start to goal states and provides feedback based on the efficiency of these manipulations, allowing students to replay the problems when their efficiency can be improved. We find that the effect of gamification is greater for students with a higher propensity to replay problems. This finding suggests that gamification elements that provide students with opportunities to retry problems are driving the game's efficacy and provide evidence for a scalable mechanism of gamification that can improve students' learning. [This paper was published in: "Proceedings of the Tenth ACM Conference on Learning @ Scale (L@S '23), July 20-22, 2023, Copenhagen, Denmark," ACM, 2023, pp.164-173.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01