The use of gamification for educational purposes for universities

Abstract

Over the years, the usage of technology in universities is on the rise. Educators have employed various forms of technological tools to assist them educate and enhance their students' learning processes Retaining students' motivation has always been a challenge in education. There is currently a gap in awareness of evidence-based initiatives being employed in universities to address this need. Gamification in education is internationally gaining research momentum. Unfortunately, most studies relating to gamification have been undertaken in more economically advanced, first world countries. Gamification refers to the use of game design elements and game-like experiences in the development of learning processes. It is the implementation of game design elements in situations that are not games. It is a strategy for encouraging and engaging students in their learning process by using game design elements in the hopes that positive feelings are gained through the experience of gamified learning. Although gamification has gained popularity across various industries due to its success in attracting and engaging users, it is yet to be discovered if meaningful gamification can impact users' cognitive processing capacities, particularly in education. This study sought to find the role of gamification in universities from a students’ perspectives. The study employed a single case study research design. A qualitative methodology with a thematic analysis was used. Non-probability purposive sampling, which is a strategy for choosing a sample appropriate for the job was used for this study. A total of 12 students from who were either experienced gamers or who had been exposed to gamification in the classroom made up the demographic that was examined in this study. Students without gaming experience or those who had never heard of gamification in education were therefore excluded. Most students believed that gamification could inspire engagement and participation in their learning, and some felt that gamification in education is exciting. In turn, the perceived positive effects on students included improved iii academic performance, knowledge retention, increased student engagement and motivation. On the contrary, some students believed that challenges related to gaming protocol, implementation, technological challenges, and socio-economic factors all potentially posed negative effects. Students felt that their learning preferences and styles within gaming content and contexts would have to be considered for successful implementation. Compared to other pertinent education theories, gamification offers solutions that are more appropriate for the 21st-century learning needs of students. It is therefore recommended that government develops policies to support gamification in education. Consultation with relevant stakeholders in an imperative step in the process to develop tailored made gaming solutions for the South African student.