“I Learn So Much More with this Format”: Gamified Course Design and Student Success

• In Event: AERA Poster Session Friday 9:45am
  In Poster Session: Innovating Pedagogy and Technology to Transform Learning Environments

Abstract

This study examines the efficacy of a gamified accounting course on student motivation and performance. We incorporated three game elements in the course design: an incentive system, customizable learning pathways, and an additive grading system. Data from two cohorts of students were collected using pre- and post-course surveys. Quantitative and qualitative findings converged to show that students perceived the gamified course design positively. While there were no statistically significant changes in self-efficacy and interest due to the ceiling effects, qualitative findings provided insights into how the individual game elements may have influenced student experiences, motivation, and performance.

Authors

• Shari Fowler, Indiana University - East

• Chongning Sun, Indiana University