Abstract

In this mixed method research study, the effect of gamification strategies on students’ cognitive load levels and achievements was examined along with student opinions about gamification. The topic of spreadsheets was covered for six weeks in a sixth grade information technologies and software course. The sample consisted of a control group of 48 students who were trained via traditional procedures and an experimental group of 46 students who were trained using gamification strategies. Independent sample t-test, Mann-Whitney U test and descriptive analysis were applied to the data. A significant difference was found between the two groups that indicated higher achievement in the experimental group. When comparing cognitive load levels, the experimental group also scored higher than the control group. Interviews indicated that the students had positive views about gamification strategies.

Citation

Turan, Z., Avinc, Z., Kara, K. & Goktas, Y. (2016). Gamification and Education: Achievements, Cognitive Loads, and Views of Students. International Journal of Emerging Technologies in Learning (iJET), 11(7), 64-69. Kassel, Germany: International Journal of Emerging Technology in Learning. Retrieved August 12, 2024 from https://www.learntechlib.org/p/173392/.

Keywords

• cognitive load
• game based learning
• games
• gamification
• Gamifying