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Does Gamifying Homework Influence Performance and Perceived Gameful Experience?

Author

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  • Ahmed Hosny Saleh Metwally

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China)

  • Maiga Chang

    (School of Computing and Information Systems, Athabasca University, Edmonton, AB T5J 3S8, Canada
    Department of M-Commerce and Multimedia Applications, Asia University, Taichung 41354, Taiwan)

  • Yining Wang

    (School of Media Science, Northeast Normal University, Changchun 130117, China)

  • Ahmed Mohamed Fahmy Yousef

    (Faculty of Specific Education, Fayoum University, Fayoum 63514, Egypt)

Abstract

There is a growing body of literature that recognizes the importance of applying gamification in educational settings. This research developed an application to gamify students’ homework to address the concern of the students’ inability to complete their homework. This research aims to investigate students’ performance in doing their homework, and reflections and perceptions of the gameful experience in gamified homework exercises. Based on the data gathered from experimental and control groups (N = 84) via learning analytics, survey, and interview, the results show a high level of satisfaction according to students’ feedback. The most noticeable finding to extract from the analysis is that students can take on a persona, earn points, and experience a deeper sense of achievement through doing the gamified homework. Moreover, the students, on the whole, are likely to be intrinsically motivated whenever the homework is attributed to factors under their own control, when they consider that they have the expertise to be successful learners to achieve their desired objectives, and when they are interested in dealing with the homework for learning, not just achieving high grades.

Suggested Citation

  • Ahmed Hosny Saleh Metwally & Maiga Chang & Yining Wang & Ahmed Mohamed Fahmy Yousef, 2021. "Does Gamifying Homework Influence Performance and Perceived Gameful Experience?," Sustainability, MDPI, vol. 13(9), pages 1-18, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:9:p:4829-:d:543321
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    References listed on IDEAS

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    1. Leonardo Caporarello & Massimo Magni & Ferdinando Pennarola, 2019. "One Game Does not Fit All. Gamification and Learning: Overview and Future Directions," Lecture Notes in Information Systems and Organization, in: Alessandra Lazazzara & Raoul C.D. Nacamulli & Cecilia Rossignoli & Stefano Za (ed.), Organizing for Digital Innovation, pages 179-188, Springer.
    2. Eppmann, René & Bekk, Magdalena & Klein, Kristina, 2018. "Gameful Experience in Gamification: Construction and Validation of a Gameful Experience Scale [GAMEX]," Journal of Interactive Marketing, Elsevier, vol. 43(C), pages 98-115.
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    Cited by:

    1. Stéphanie Carlier & Dries Coppens & Femke De Backere & Filip De Turck, 2021. "Investigating the Influence of Personalised Gamification on Mobile Survey User Experience," Sustainability, MDPI, vol. 13(18), pages 1-17, September.
    2. María Fernández-Raga & Darija Aleksić & Aysun Kapucugil İkiz & Magdalena Markiewicz & Herbert Streit, 2023. "Development of a Comprehensive Process for Introducing Game-Based Learning in Higher Education for Lecturers," Sustainability, MDPI, vol. 15(4), pages 1-18, February.
    3. Fahd Kamis Alzahrani & Waleed Salim Alhalafawy, 2023. "Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives," Sustainability, MDPI, vol. 15(5), pages 1-19, March.

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