The effects of gamified instructional material on learners’ perceived motivation and academic achievement

Since motivation is known to be a critical factor, approaches, methods, techniques, and materials that would affect motivation positively are utilized in learning and teaching processes. Gamification is used by including game components into teaching processes to enhance students’ motivation, attrac...

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Bibliographic Details
Published in:Journal of Educational Technology and Online Learning 2023-09, Vol.6 (3), p.789-807
Main Authors: KALAY, Abdullah, ARIKAN, Yüksel Deniz
Format: Article
Language:eng ; tur
Subjects:
Academic achievement
Achievement tests
Control Groups
Instructional Materials
Public opinion surveys
Research Methodology
Undergraduate Students
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Summary:Since motivation is known to be a critical factor, approaches, methods, techniques, and materials that would affect motivation positively are utilized in learning and teaching processes. Gamification is used by including game components into teaching processes to enhance students’ motivation, attract their attention to the lesson and boost academic achievement. The aim of the present study was to explore the effect of using gamified materials in the instruction of electronic spreadsheet programs on learners’ perceived motivation, academic achievement, and opinions regarding the gamified teaching material. The study was conducted using triangulation in the explanatory sequential design combining qualitative and quantitative research methods. In the fall semester of 2021-2022, the participants consisted of 90 undergraduate students attending the Faculty of Education of a university in Türkiye. Data collection was conducted through personal information forms, instructional materials motivation survey, electronic spreadsheet program achievement test, opinion survey and system records. The data were analysed using descriptive statistics, repeated measures analysis of variance and descriptive analyses. The results indicated that there was no significant difference in terms of motivation and academic achievement between the experimental group (using gamified materials) and control group (using videos). It was also seen that the students in the experimental group generally held positive opinions about gamified teaching materials.
ISSN:2618-6586
2618-6586
DOI:10.31681/jetol.1353075