Faculty of Computer Science, Department of Informatics and System, University of Murcia, Campus of Espinardo, Murcia, Spain.
Faculty of Medicine, Department of Human Anatomy, Campus of Espinardo, University of Murcia, Spain.
Comput Methods Programs Biomed. 2022 Jan;213:106459. doi: 10.1016/j.cmpb.2021.106459. Epub 2021 Oct 13.
This paper presents an empirical study of a gamified mobile-based assessment approach that can be used to engage students and improve their educational performance.
A gamified audience response system called G-SIDRA was employed. Three gamification elements were used to motivate students in classroom activities: badges for achievements to increase engagement, points to indicate progression and performance in the subject and ranking for promoting competitiveness. A total of 90 medical students in a General and Descriptive Anatomy of the Locomotor System course were taught using G-SIDRA in the academic year 2019/2020. Smart bracelets were configured to collect heart rate measurements from 30 students with the aim of evaluating the impact of the gamification elements. The control group consisted of a sample of 110 students enrolled on the same course in the academic year 2016/2017 using non-gamified SIDRA.
Statistically significant differences were found between multiple choice questions (MCQ) scores obtained by using SIDRA and G-SIDRA in the four experiments (U = 1.621,50, p < 0,01 for Exp1; U = 1.950,00, p < 0,01 for Exp2; U = 955,00, p < 0,01 for Exp3; U = 2.335,00, p < 0,01 for Exp4). In the students' final exam grades, statistically significant differences between students that used G-SIDRA as opposed to SIDRA (T(157) = 3.992; p = 0.044) were obtained. Concerning gamification elements, statistically significantly differences were found in comparing the pulse increases after and before the badge event in the four experiments (U = 2.484,00, p = 0,038 for Exp1; U = 2.109,50, p = 0,046 for Exp2; U = 1.790,50, p = 0,025 for Exp3; U = 1.557,0, p = 0,048 for Exp4). However, there are not statistically significant differences between the pulse increases after and before the ranking event in the four experiments. In a 5-point Likert-type scale, the students expressed satisfaction with G-SIDRA (M = 4.552) and thought the system helped to better understand both theoretical and practical concepts (M = 4.092). Their global assessment of the G-SIDRA platform was 4.471.
Of the three gamification elements used in the study, only badge has an effect on heart rate. Better student responses and academic performance were achieved when using G-SIDRA. Nevertheless, more research is required to evaluate the impact of the gamification elements on the motivation, engagement and performance of students. Physiological measures are promising approaches for gamification elements evaluation.
本文介绍了一种基于游戏化的移动评估方法的实证研究，该方法可以激发学生的学习兴趣并提高他们的教育表现。
使用了一种名为 G-SIDRA 的游戏化问答系统。使用了三个游戏化元素来激励学生参与课堂活动：徽章代表成就，以提高参与度；分数表示在学科中的进步和表现；排名促进竞争力。在 2019/2020 学年，共有 90 名医学生参加了运动系统的一般和描述性解剖学课程，使用 G-SIDRA 进行教学。智能手环被配置用来收集 30 名学生的心率测量数据，目的是评估游戏化元素的影响。对照组由 110 名在 2016/2017 学年参加同一课程的学生组成，使用非游戏化的 SIDRA。
在四个实验中，使用 SIDRA 和 G-SIDRA 获得的多项选择题（MCQ）成绩存在显著差异（U=1.621,50，p<0.01，Exp1；U=1.950,00，p<0.01，Exp2；U=955,00，p<0.01，Exp3；U=2.335,00，p<0.01，Exp4）。在学生的期末考试成绩中，与使用 G-SIDRA 的学生相比，使用 SIDRA 的学生存在显著差异（T(157)=3.992；p=0.044）。关于游戏化元素，在四个实验中，比较徽章事件前后的脉搏增加情况时，存在显著差异（U=2.484,00，p=0.038，Exp1；U=2.109,50，p=0.046，Exp2；U=1.790,50，p=0.025，Exp3；U=1.557,0，p=0.048，Exp4）。然而，在四个实验中，排名事件前后的脉搏增加没有统计学意义。在 5 点李克特量表中，学生对 G-SIDRA 表示满意（M=4.552），并认为该系统有助于更好地理解理论和实践概念（M=4.092）。他们对 G-SIDRA 平台的总体评估为 4.471。
在本研究中使用的三个游戏化元素中，只有徽章对心率有影响。使用 G-SIDRA 可以提高学生的学习效果和学术表现。然而，需要进一步研究来评估游戏化元素对学生的动机、参与度和表现的影响。生理指标是评估游戏化元素的有前途的方法。
