{"id":251085,"date":"2016-07-22T02:00:00","date_gmt":"2016-07-21T23:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=1b08eaebc1f0b98214dc42dd5e5c2f19"},"modified":"2016-07-22T02:00:00","modified_gmt":"2016-07-21T23:00:00","slug":"gamification-using-elements-of-video-games-to-improve-engagement-in-an-undergraduate-physics-class","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=251085","title":{"rendered":"Gamification: using elements of video games to improve engagement in an undergraduate physics class"},"content":{"rendered":"<p>Gamification has been extensively implemented and studied in corporate settings and has proven to be<br \/>\nmore effective than traditional employee-training programs, however, few classroom studies of<br \/>\ngamification have been reported in the literature. Our study explored the potential of gamified<br \/>\non-line undergraduate physics content as a mechanism to enhance student learning and motivation.<br \/>\nSpecifically, the main objective of this work was to determine whether extrinsic motivation<br \/>\nindicators commonly used in video games could increase student engagement with course content<br \/>\noutside of the classroom. Life Science students taking an introductory physics course were provided<br \/>\naccess to gamified multiple choice quizzes as part of their course assessment. The quizzes<br \/>\nincorporated common gaming elements such as points, streaks, leaderboards and achievements, as well<br \/>\nas some gamified graphical enhancements and feedback. Student attitudes and performance among those<br \/>\nusing the gamified quizzes w&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Gamification has been extensively implemented and studied in corporate settings and has proven to be<br \/>\nmore effective than traditional employee-training programs, however, few classroom studies of<br \/>\ngamification have been reported in the literature. Our &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-251085","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/251085","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=251085"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/251085\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=251085"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=251085"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=251085"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}