%0 Conference Paper %1 Denny_2018 %A Denny, Paul %A McDonald, Fiona %A Empson, Ruth %A Kelly, Philip %A Petersen, Andrew %B Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems %D 2018 %I ACM %K engagement gamification self-regulated-learning self-testing %P Paper 311 %R 10.1145/3173574.3173885 %T Empirical Support for a Causal Relationship Between Gamification and Learning Outcomes %U https://doi.org/10.1145%2F3173574.3173885 %X Preparing for exams is an important yet stressful time for many students. Self-testing is known to be an effective preparation strategy, yet some students lack motivation to engage or persist in self-testing activities. Adding game elements to a platform supporting self-testing may increase engagement and, by extension, exam performance. We conduct a randomized controlled experiment (n=701) comparing the effect of two game elements -- a points system and a badge system -- used individually and in combination. We find that the badge system elicits significantly higher levels of voluntary self-testing activity and this effect is particularly pronounced amongst a relatively small cohort. Importantly, this increased activity translates to a significant improvement in exam scores. Our data supports a causal relationship between gamification and learning outcomes, mediated by self-testing behavior. This provides empirical support for Landers' theory of gamified learning when the gamified activity is conducted prior to measuring learning outcomes.

@inproceedings{Denny_2018, abstract = {Preparing for exams is an important yet stressful time for many students. Self-testing is known to be an effective preparation strategy, yet some students lack motivation to engage or persist in self-testing activities. Adding game elements to a platform supporting self-testing may increase engagement and, by extension, exam performance. We conduct a randomized controlled experiment (n=701) comparing the effect of two game elements -- a points system and a badge system -- used individually and in combination. We find that the badge system elicits significantly higher levels of voluntary self-testing activity and this effect is particularly pronounced amongst a relatively small cohort. Importantly, this increased activity translates to a significant improvement in exam scores. Our data supports a causal relationship between gamification and learning outcomes, mediated by self-testing behavior. This provides empirical support for Landers' theory of gamified learning when the gamified activity is conducted prior to measuring learning outcomes. }, added-at = {2021-01-11T01:06:01.000+0100}, author = {Denny, Paul and McDonald, Fiona and Empson, Ruth and Kelly, Philip and Petersen, Andrew}, biburl = {https://www.bibsonomy.org/bibtex/20e782f27bec1c318baeace7f7eded33e/brusilovsky}, booktitle = {Proceedings of the 2018 {CHI} Conference on Human Factors in Computing Systems}, description = {Empirical Support for a Causal Relationship Between Gamification and Learning Outcomes | Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems}, doi = {10.1145/3173574.3173885}, interhash = {c634259abb3387e7114e606a6f6633c8}, intrahash = {0e782f27bec1c318baeace7f7eded33e}, keywords = {engagement gamification self-regulated-learning self-testing}, month = apr, pages = {Paper 311}, publisher = {{ACM}}, timestamp = {2021-01-11T01:06:36.000+0100}, title = {Empirical Support for a Causal Relationship Between Gamification and Learning Outcomes}, url = {https://doi.org/10.1145%2F3173574.3173885}, year = 2018 }