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VOL. 5, ISSUE 2 (2023)
The impact of gamification on undergraduate students’ performance in a physical education distance learning course
Authors
Maria Giannousi, Grigoris Masadis, Charalampos Liakos, Panagiotis Kapidis, Nikolaos Vernadakis
Abstract
The purpose of this study was to examinate the
impact of gamification on online undergraduate students’
performance at the Democritus University of Thrace. Sixty-two (n=62) third-year
undergraduate Physical Education students, aged between 20-21 years old, were
randomly assigned into two teaching method groups: a badges group consisting of
32 students and a no-badges group comprising 30 students. To assess students'
cognitive learning achievements, four quizzes and a final performance test were
utilized. An independent sample t-test analysis was performed to investigate
whether online students who received gamification with badges would experience
higher performance than their counterparts in the no badges (control) group.
The analysis indicated that the incorporation of badges during distance
learning courses did not significantly impact the course performance among
undergraduate students. Online students who utilized the training program with
badges demonstrated similar performance to online students who did not use
badges. In conclusion, the results suggest that gamifications tools like badges
might not necessarily contribute to an improvement in students' performance.
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Pages:32-35
How to cite this article:
Maria Giannousi, Grigoris Masadis, Charalampos Liakos, Panagiotis Kapidis, Nikolaos Vernadakis "The impact of gamification on undergraduate students’ performance in a physical education distance learning course". International Journal of Physical Education, Exercise and Sports, Vol 5, Issue 2, 2023, Pages 32-35
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