Findings of an Experiment: Knowledge Retention in Gamified and Non-Gamified Workshops Putz, Lisa-Maria Treiblmaier, Horst 2019-01-02T23:53:02Z 2019-01-02T23:53:02Z 2019-01-08
dc.description.abstract Apathetic and poorly motivated students require educators to redesign their educational measures in order to create inspiring learning environments. One such educational measure is gamification, a new tool for active learning to improve students’ motivation, with the ultimate goal of increasing knowledge retention. In this paper we investigate the effects of gamification on short- and long-term knowledge gains. Moreover, the moderating effects of gender and school type are scrutinized. We conducted a longitudinal study with 384 students using three assessments at different times and compared the results from gamified and non-gamified workshops. Our findings indicate that gamification is an effective tool to increase students’ knowledge retention in the short term, but not necessarily in the long term. There was no significant effect of gender, but we found some preliminary evidence that school type might have a moderating effect on knowledge retention.
dc.format.extent 10 pages
dc.identifier.doi 10.24251/HICSS.2019.177
dc.identifier.isbn 978-0-9981331-2-6
dc.language.iso eng
dc.relation.ispartof Proceedings of the 52nd Hawaii International Conference on System Sciences
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.subject Gamification
dc.subject Decision Analytics, Mobile Services, and Service Science
dc.subject gamified workshops, knowledge retention, gamification, moderating effects
dc.title Findings of an Experiment: Knowledge Retention in Gamified and Non-Gamified Workshops
dc.type Conference Paper
dc.type.dcmi Text
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