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College students’ perceptions of pleasure in learning – Designing gameful gamification in education

, Fort Hays State University, United States ; , University of North Texas, United States

International Journal on E-Learning Volume 19, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Gamification, the use of game design elements in non-gaming context, has been introduced to education as a novel teaching and learning approach to engage learners. Current literature has focused on finding ways to afford the playfulness and gamefulness of gamification. This paper has studied college students’ perceptions of pleasure in learning to explore the underlying aspects of enjoyment in their learning experiences. Based upon the playful experiences (PLEX) design framework (Arrasvuori et al., 2011), we distributed an online survey to 235 college students and used Principal Component Analysis (PCA) to find four underlying aspects of pleasurable learning experiences among the participants: instruction (Cronbach’s a = .84), instructors’ teaching styles (Cronbach’s a = .87), learning effectiveness (Cronbach’s a = .71), and collaboration (Cronbach’s a = .71). This scale can be used for gamification designers to identify the key game design elements for their target learners. We have also examined the effects of gender, majors, computer skills, and gaming habits on participants’ preferences for pleasure in learning. Majors resulted in statistically significant differences among the participants’ attitudes towards collaboration (F(6, 212) = 5.84, p < .001, Eta-square = .14). The implications of the findings are also discussed in the paper.

Citation

A, G. & Lee, Y. (2020). College students’ perceptions of pleasure in learning – Designing gameful gamification in education. International Journal on E-Learning, 19(2), 93-123. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 7, 2020 from .