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Graduate Students’ Perceptions Toward Educational Gamification in Online Learning Environments
PROCEEDING

, , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This poster illustrates results from an ongoing study to investigate students' attitudes toward the pleasurability of educational gamification in online learning environments. Using the Pleasurable Learning Experiences Scale (PLLEXs) (A, 2016), 15 graduate students in an online educational technology course participated in this survey. Graduate students' perceptions of the possibility of applying gamification in their coursework were explored including their: (1) Preferences for Instructions, (2) Preferences for Instructors' Teaching Styles, (3) Attitudes Towards Activities, and (4) Preferences for Learning Effectiveness. In addition, the results demonstrate the relationship found between students' online learning experience and their attitudes toward gamification. Results indicated that graduate students had overall positive attitudes toward the different pleasurable learning experiences in the four subscales, with highest preferences for instruction and lowest attitudes towards activities. Computer use, measured by the numbers of hours spent on computer for learning, was statistically significant in predicting graduate students' attitudes toward gamification.

Citation

Abu-Dawood, S. & Tyler-Wood, T. (2018). Graduate Students’ Perceptions Toward Educational Gamification in Online Learning Environments. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 400-405). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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