The Effects of Personalized Gamification on the Teaching and Learning Experience During Emergency Remote Teaching
DOI:
https://doi.org/10.5753/rbie.2022.2650Keywords:
Tailored gamification, Social gamification, Performance-based gamification, Educational technologies, Qualitative studyAbstract
The pandemic caused by Covid-19 has considerably impacted the population. Schools had to change the ways of teaching, reinventing pedagogical practices and actions so that students could learn in this new emergency remote teaching routine. Faced with the need to seek new teaching practices, gamification, especially personalized gamification (e.g., social gamification and performance-based gamification) are alternatives to improve the quality of emergency remote teaching. To analyze these possibilities, we conducted a qualitative study (based on the Bardin’s method) initially conducted with a professor (lecturer) and 17 students, to understand how social gamification and performance-based gamification can affect the teaching and learning process during the emergency remote teaching. The results demonstrate that these different gamification designs can positively affect the experience in remote learning, and highlight the need to deeply understand how each gamification design affects students’ experience, according to their profiles. Thus, our study contributes to areas of technologies in education and gamification, through insights into the personalization of gamified educational systems
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Copyright (c) 2022 Isabelle Melo do Nascimento, José Rocha do Amaral Neto, Luiz Oliveira da Silva Junior, Thaíse Kelly de Lima Costa, Wilk Oliveira
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