게임화의 학습효과: 상대평가제로 운영한 대학 교양영어 수업 사례연구
Effects of a gamified learning environment on learning experiences: A case study on a general English course using relative evaluation policy
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This study investigated the effects of a gamified evaluation policy replacing the “Participation” gradingcomponent, which subjectively measured students’ preparation, cooperation, and volunteering of answers. Rooted in the principle of Game-based learning, gamification proves its synergic effects of cooperation andcompetition in global marketing. Educators also document its potential to improve learning outcomesalthough its technical aspects outweigh its principles. Utilizing online discussion boards and learning statusstatistics built in an LMS of a general English course, the study adapted gamification to a relative gradingpolicy. Gamified learning environments were designed to assist students in writing an essay and running adiscussion thread, with guaranteed bonus points up to 15% of the final grade. Quantitative analysis revealedsatisfaction with the course and grading policy was higher in the intervention; in the control group including“Participation” and in the intervention group, similarities were observed in formal evaluation componentsincluding “Exams.” Qualitative analysis on the posts showed gamification improved participants’communicative skills and ability to facilitate online discussions, improvements that were absent in thecontrol group. Well-grounded gamification manifests effective in engaging students with an enjoyablegaming experience. The study discusses extending gamification to education, enhancing the learningprogress through constructive competition.
Abstract
This study investigated the effects of a gamified evaluation policy replacing the “Participation” gradingcomponent, which subjectively measured students’ preparation, cooperation, and volunteering of answers. Rooted in the principle of Game-based learning, gamification proves its synergic effects of cooperation andcompetition in global marketing. Educators also document its potential to improve learning outcomesalthough its technical aspects outweigh its principles. Utilizing online discussion boards and learning statusstatistics built in an LMS of a general English course, the study adapted gamification to a relative gradingpolicy. Gamified learning environments were designed to assist students in writing an essay and running adiscussion thread, with guaranteed bonus points up to 15% of the final grade. Quantitative analysis revealedsatisfaction with the course and grading policy was higher in the intervention; in the control group including“Participation” and in the intervention group, similarities were observed in formal evaluation componentsincluding “Exams.” Qualitative analysis on the posts showed gamification improved participants’communicative skills and ability to facilitate online discussions, improvements that were absent in thecontrol group. Well-grounded gamification manifests effective in engaging students with an enjoyablegaming experience. The study discusses extending gamification to education, enhancing the learningprogress through constructive competition.
참고문헌 (34)
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