299 GAMIFICATION - AN APPROACH TO INCREASE STUDENT MOTIVATION DURING A PANDEMIC

Authors

  • Stoyan Saev Sofia University “St. Kliment Ohridski”, Sofia, Bulgaria

Keywords:

gamification, motivation, blogs, badges

Abstract

The global pandemic has changed every aspect of society. In this respect, higher education has not remained unaffected. Universities have switched to electronic distance learning worldwide. This has created technical problems related to the selection of appropriate information and communication technologies to facilitate synchronous and asynchronous communication between students and teachers, as well as equipping them with appropriate devices such as computers, laptops and tablets. While these problems were solved operationally and in a relatively short time, the psychological barriers to online learning emerged as a major challenge in the new situation. This is especially true for the motivation of students to participate in the learning process, which decreases especially after a longer period of study in a virtual learning environment. Even the introduction of virtual classrooms (synchronous video and audio communication in real time) to create the illusion of traditional communication has not been very successful. One possible solution to this problem is to use a method or gamification. The integration of game elements in a traditionally non-gaming environment was first discovered by commercial companies, which used gamification as a marketing method to retain customers and attract new ones. Later, state organizations also applied a similar approach. An example is SERDICA Riddles, which is based on a series of missions (related to visiting certain places in the real world) and answering questions that lead to the accumulation of points in the game, new and interesting missions while players explore the ancient heritage of Sofia, the capital to Bulgaria (former Serdica). As a final prize, players receive a Serdician badge. On the same principle, attempts have been made for almost a decade to integrate gamification into education. They become especially relevant with the onset of the pandemic and the need to increase external incentives to motivate students to continue their education in distance form and their successful completion of the relevant courses. The article discusses the different types of gamification and the opportunities they provide to solve the problem. The main elements of this method and the features it brings with it are also presented. For example, the formation of learning tasks such as missions, the accumulation of points that carry a symbolic or real reward, winning the right to "assistant" in the implementation of a difficult learning task. In video games, these are wizards, wise old men, beings with supernatural powers, which the player counts when accumulating a certain number of points and can use for part of the game. In education, they are course teachers or external experts who have agreed to participate online in student education for a short period of time. By analogy with games, students can exchange their points for some valuable additional learning resource to help them prepare for an ongoing or final assignment (in traditional video games, these are amulets, magic swords, fortress keys, etc.). Research shows that these awards are more highly valued than material awards. Receiving feedback from students during training and the use of blogs and badges is also considered as a way to continuously formative and summative assessment, as well as to provide emotional support to students in the distance learning process. The article also discusses a gamification plugin that can be integrated into a virtual learning environment and shows its application with real students and the opportunities it provides for the integration of a competitive element in learning between students or between teams of students.

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Published

2021-10-07

How to Cite

Saev, S. (2021). 299 GAMIFICATION - AN APPROACH TO INCREASE STUDENT MOTIVATION DURING A PANDEMIC. KNOWLEDGE - International Journal , 48(2), 299–304. Retrieved from https://ikm.mk/ojs/index.php/kij/article/view/4742