"We're Playing for Bragging Rights": A Qualitative Study of Students' Perceptions of Gamified Learning

• In Event: Higher Education and Teacher Preparation Perspectives on Technologies + Pedagogies

Abstract

This qualitative study explored undergraduate nursing students’ perceptions of team competition, motivation, and learner engagement in an online educational game developed at one university. Researchers explored qualitative data from focus groups, observations, and documents by coding for themes and sub-themes. They found that students were mainly motivated to play by competition and personal challenge. A significant finding was that students were overwhelmingly positive about using a gamified platform for its educational rewards, but they wanted more control over game elements, such as choosing teams and resetting questions. Students suggested that the game should be delivered via a mobile application rather than an online link. Findings provide context for further research and game development for knowledge enhancement.

Authors

• Nancy Pope Wingo, The University of Alabama - Birmingham

• Cathy Roche, The University of Alabama - Birmingham

• James Willig, The University of Alabama - Birmingham