Examining Impacts of Two Fantasies on University Students’ Behavioral Engagement in Gamified Learning Experience

• In Event: Learning in Interactive and Gamified Environments

Abstract

We compared the impacts of exogenous and endogenous fantasies on students' behavioral engagement in a gamified online course. Experiment 1 (spring 2021, N=23) featured an unrelated gamified exogenous fantasy scenario, while Experiment 2 (spring 2022, N=23) incorporated a gamified endogenous fantasy scenario with embedded learning content. Epistemic network analysis revealed that, regardless of player type, the endogenous fantasy group exhibited more connections related to pre-task analysis, post-task reflection, and pre-task analysis and work-on-quiz activities compared to the exogenous fantasy group. In contrast, the exogenous group tended to complete the quiz without first examining the course resources. They were likely to search for answers in the slides and read the post-task summary for feedback if answered the quizzes wrongly.

Authors

• Shurui Bai, The Education University of Hong Kong

• Timothy Khe Foon Hew, University of Hong Kong