Effects of Gamification on Students' Online Interactive Patterns and Peer-Feedback

Autor/inn/en	Huang, Biyun; Hwang, Gwo-Jen; Hew, Khe Foon; Warning, Peter
Titel	Effects of Gamification on Students' Online Interactive Patterns and Peer-Feedback
Quelle	In: Distance Education, 40 (2019) 3, S.350-379 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Biyun) ORCID (Hwang, Gwo-Jen) ORCID (Hew, Khe Foon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2019.1632168
Schlagwörter	Computer Games; Peer Relationship; Comparative Analysis; Feedback (Response); Computer Mediated Communication; Content Analysis; Social Networks; Network Analysis; Teaching Methods; Learning Processes; Online Courses; Group Discussion; Information Management; Knowledge Management; Undergraduate Students; Foreign Countries; Cooperative Learning; Conventional Instruction; Learning Motivation; Management Systems; Pretests Posttests; Computer Software; Information Science Education; Student Motivation; Hong Kong + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Peer-Beziehungen; Computerkonferenz; Inhaltsanalyse; Social network; Soziales Netzwerk; Netzplantechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Online course; Online-Kurs; Gruppendiskussion; Procurement of information; Informationsbeschaffung; Wissensmanagement; Ausland; Kooperatives Lernen; Motivation for studies; Lernmotivation; Informationstechnologische Bildung; Schulische Motivation; Hongkong
Abstract	Gamification offers potential for improving students' online discussion quantity and the depth of discussion content. However, very few studies have examined the social network patterns when students are posting and providing peer-feedback to each other in gamification-based environments. In response to those gaps, this study used a learning analytics approach to understand the effects of gamification on students' online interactive patterns, posting quantity, and peer-feedback quality. The social network analysis results showed that students in the gamification-based course had denser networks than those in the control group. More students were active in the network compared with the control group. Content analysis revealed that students provided higher quality peer-feedback than students in the control group. This study provides empirical evidence for the positive effects of gamification on students' online interaction. Future research trends and the limitations of this study are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01