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Gamification Principles Applied in an Undergraduate Lecture Environment

Trivedi, Vrinda
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1584001510904202

Abstract Details

2020, MDES, University of Cincinnati, Design, Architecture, Art and Planning: Design.
Traditional lecture models follow a heavily teacher-centric approach where professors talk for a lengthy duration of time and students only listen. This methodology is not as effective anymore. The current Generation Z have grown up with a dependence of technology, who have a distinctive learning style and manner of perceiving information. This is because K-12 education has evolved and is using a more interactive approach. Gamification has become popular in the education sector due to the conviction that it provides enhanced learning outcomes and builds motivation for students. This case study investigates gamification principles applied in an undergraduate lecture environment to increase learning retention, participation and enjoyment. There is an argument for the use of gamification teaching methods that transform traditional lecture structures from passive learning environments into active, engaging experiences. A user-centered design course offered at a large Midwestern university follows a traditional lecture format and, for the purpose of this study, gamification strategies were introduced and evaluated for their impact on student engagement in the course. 150 students were part of the study and data was collected through surveys and group interviews. The results suggest that gamification is an essential part of improving the education system, especially in the lecture environment. It is important to create an environment where students are included in the teaching and learning process. However, since gamification is new and emerging, professors are still unclear on how to implement this system and need guidance. As much as gamification is about improving students’ learning experience, it is important to consider the professor’s perspective and knowledge of the theory since learning is a two-way communication. The professor should be provided with a gamification toolkit which has guidelines on how and when to effectively use gamified tools. The researcher has designed a toolkit which can be used by professors. More research is needed to provide a clearer picture of how and when engagement occurs in the gamified activities and if the engagement varies by subject matter, depth of students’ previous knowledge, or other factors.
Craig Vogel, M.I.D. (Committee Chair)
Vittoria Daiello, Ph.D. (Committee Member)
87 p.
Design
gamification; education; undergraduate; lecture; generation z

Recommended Citations

Citations

  • Trivedi, V. (2020). Gamification Principles Applied in an Undergraduate Lecture Environment [Master's thesis, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1584001510904202

    APA Style (7th edition)

  • Trivedi, Vrinda. Gamification Principles Applied in an Undergraduate Lecture Environment. 2020. University of Cincinnati, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1584001510904202.

    MLA Style (8th edition)

  • Trivedi, Vrinda. "Gamification Principles Applied in an Undergraduate Lecture Environment." Master's thesis, University of Cincinnati, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1584001510904202

    Chicago Manual of Style (17th edition)

ucin1584001510904202
181
© 2020, some rights reserved.Creative Commons License Gamification Principles Applied in an Undergraduate Lecture Environment by Vrinda Trivedi is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Cincinnati and OhioLINK.