Skip to main content
SpringerLink
Log in

An Assessment of Statistical Classification for Gamification and Socially Oriented Methodologies in Undergraduate Education

  • Conference paper
  • First Online:
Computer Supported Education (CSEDU 2021)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1624))

Included in the following conference series:

  • 426 Accesses

Abstract

We present in this paper an analysis of the effect of gamification and social learning/teaching on the performance of students. We identify course variables that quantitatively explain the improvements reported when using these methodologies integrated in the course design, and apply techniques from the machine learning domain to conduct success/failure classification methods. We found that, generally, very good results are obtained when an ensemble approach is used, that is, when we blend the predictions made by different classifiers.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Aldemir, T., Celik, B., Kaplan, G.: A qualitative investigation of student perceptions of game elements in a gamified course. Comput. Hum. Behav. 78, 235–254 (2018). https://doi.org/10.1016/j.chb.2017.10.001

    Article  Google Scholar 

  2. Baydas, O., Cicek, M.: The examination of the gamification process in undergraduate education: a scale development study. Technol. Pedagogy Educ. 28(3), 269–285 (2019). https://doi.org/10.1080/1475939x.2019.1580609

    Article  Google Scholar 

  3. Buckley, P., Doyle, E.: Individualising gamification: an investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Comput. Educ. 106, 43–55 (2017). https://doi.org/10.1016/j.compedu.2016.11.009

    Article  Google Scholar 

  4. Cabada, R.Z., Estrada, M.L.B., Félix, J.M.R., Hernández, G.A.: A virtual environment for learning computer coding using gamification and emotion recognition. Interact. Learn. Environ. 28(8), 1048–1063 (2018). https://doi.org/10.1080/10494820.2018.1558256

    Article  Google Scholar 

  5. Cabot, A.G., López, E.G., Álvaro, S.C., Martínez, J.M.G., de Marcos, L.: Measuring the effects on learning performance and engagement with a gamified social platform in an MSc program. Comput. Appl. Eng. Educ. 28(1), 207–223 (2019). https://doi.org/10.1002/cae.22186

    Article  Google Scholar 

  6. Cadima, R., Ojeda, J., Monguet, J.M.: Social networks and performance in distributed learning communities. J. Educ. Technol. Soc. 15, 296–304 (2012)

    Google Scholar 

  7. Cakirogli, U., Basibuyuk, B., Guler, M., Atabay, M., Memis, B.Y.: Gamifying an ICT course: influences on engagement and academic performance. Comput. Hum. Behav. 69, 98–107 (2017). https://doi.org/10.1016/j.chb.2016.12.018

    Article  Google Scholar 

  8. Cho, H., Gay, G., Davidson, B., Ingraffea, A.: Social networks, communication styles, and learning performance in a CSCL community. Comput. Educ. 49(2), 309–329 (2007). https://doi.org/10.1016/j.compedu.2005.07.003

    Article  Google Scholar 

  9. Chung, K.S.K., Paredes, W.C.: Towards a social networks model for online learning and performance. J. Educ. Technol. Soc. 18, 240–253 (2015)

    Google Scholar 

  10. Dado, M., Bodemer, D.: A review of methodological applications of social network analysis in computer-supported collaborative learning. Educ. Res. Rev. 22, 159–180 (2017). https://doi.org/10.1016/j.edurev.2017.08.005

    Article  Google Scholar 

  11. Davis, K., Sridharan, H., Koepke, L., Singh, S., Boiko, R.: Learning and engagement in a gamified course: investigating the effects of student characteristics. J. Comput. Assist. Learn. 34(5), 492–503 (2018). https://doi.org/10.1111/jcal.12254

    Article  Google Scholar 

  12. Dawson, S.: A study of the relationship between student social networks and sense of community. J. Educ. Technol. Soc. 11, 224–238 (2008)

    Google Scholar 

  13. Dias, J.: Teaching operations research to undergraduate management students: the role of gamification. Int. J. Manag. Educ. 15(1), 98–111 (2017). https://doi.org/10.1016/j.ijme.2017.01.002

    Article  Google Scholar 

  14. Ding, L., Er, E., Orey, M.: An exploratory study of student engagement in gamified online discussions. Comput. Educ. 120, 213–226 (2018). https://doi.org/10.1016/j.compedu.2018.02.007

    Article  Google Scholar 

  15. Gaggioli, A., Mazzoni, E., Milani, L., Riva, G.: The creative link: investigating the relationship between social network indices, creative performance and flow in blended teams. Comput. Hum. Behav. 42, 157–166 (2015). https://doi.org/10.1016/j.chb.2013.12.003

    Article  Google Scholar 

  16. Hakulinen, L., Auvinen, T., Korhonen, A.: The effect of achievement badges on students’ behavior: an empirical study in a university-level computer science course. Int. J. Emerg. Technol. Learn. 10(1), 18 (2015). https://doi.org/10.3991/ijet.v10i1.4221

    Article  Google Scholar 

  17. Haythornthwaite, C.: Learning relations and networks in web-based communities. Int. J. Web Based Communities 4(2), 140–158 (2008). https://doi.org/10.1504/IJWBC.2008.017669

    Article  Google Scholar 

  18. Heo, H., Lim, K.Y., Kim, Y.: Exploratory study on the patterns of online interaction and knowledge co-construction in project-based learning. Comput. Educ. 55(3), 1383–1392 (2010). https://doi.org/10.1016/j.compedu.2010.06.012

    Article  Google Scholar 

  19. Hew, K.F., Huang, B., Chu, K.W.S., Chiu, D.K.: Engaging Asian students through game mechanics: findings from two experiment studies. Comput. Educ. 92–93, 221–236 (2016). https://doi.org/10.1016/j.compedu.2015.10.010

    Article  Google Scholar 

  20. Hommes, J., Rienties, B., de Grave, W., Bos, G., Schuwirth, L., Scherpbier, A.: Visualising the invisible: a network approach to reveal the informal social side of student learning. Adv. Health Sci. Educ. 17(5), 743–757 (2012). https://doi.org/10.1007/s10459-012-9349-0

    Article  Google Scholar 

  21. Huang, B., Hew, K.F.: Implementing a theory-driven gamification model in higher education flipped courses: effects on out-of-class activity completion and quality of artifacts. Comput. Educ. 125, 254–272 (2018). https://doi.org/10.1016/j.compedu.2018.06.018

    Article  Google Scholar 

  22. Ibáñez, M.B., Di-Serio, A., Kloos, C.D.: Gamification for engaging computer science students in learning activities: a case study. IEEE Trans. Learn. Technol. 7(3), 291–301 (2014). https://doi.org/10.1109/tlt.2014.2329293

    Article  Google Scholar 

  23. James, G., Witten, D., Hastie, T., Tibshirani, R.: An Introduction to Statistical Learning. Springer, New York (2013). https://doi.org/10.1007/978-1-4614-7138-7

    Book  MATH  Google Scholar 

  24. Jan, S.K., Vlachopoulos, P.: Influence of learning design of the formation of online communities of learning, 19(4) (2018). https://doi.org/10.19173/irrodl.v19i4.3620

  25. Jo, J., Jun, H., Lim, H.: A comparative study on gamification of the flipped classroom in engineering education to enhance the effects of learning. Comput. Appl. Eng. Educ. 26(5), 1626–1640 (2018). https://doi.org/10.1002/cae.21992

    Article  Google Scholar 

  26. Jurgelaitis, M., Ceponiene, L., Ceponis, J., Drungilas, V.: Implementing gamification in a university-level UML modeling course: a case study. Comput. Appl. Eng. Educ. 27(2), 332–343 (2018). https://doi.org/10.1002/cae.22077

    Article  Google Scholar 

  27. Kapp, K.M.: The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. PFEIFFER & CO., May 2012

    Google Scholar 

  28. Kuo, M.S., Chuang, T.Y.: How gamification motivates visits and engagement for online academic dissemination - an empirical study. Comput. Hum. Behav. 55, 16–27 (2016). https://doi.org/10.1016/j.chb.2015.08.025

    Article  Google Scholar 

  29. Kyewski, E., Kramer, N.C.: To gamify or not to gamify? an experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Comput. Educ. 118, 25–37 (2018). https://doi.org/10.1016/j.compedu.2017.11.006

    Article  Google Scholar 

  30. de Laat, M., Lally, V., Lipponen, L., Simons, R.J.: Investigating patterns of interaction in networked learning and computer-supported collaborative learning: a role for social network analysis. Comput. Support. Learn. 2(1), 87–103 (2007). https://doi.org/10.1007/s11412-007-9006-4

    Article  Google Scholar 

  31. Landers, R.N., Landers, A.K.: An empirical test of the theory of gamified learning, 45(6), 769–785 (2014). https://doi.org/10.1177/1046878114563662

  32. Lin, J.-W., Mai, L.-J., Lai, Y.-C.: Peer interaction and social network analysis of online communities with the support of awareness of different contexts. Int. J. Comput.-Support. Collab. Learn. 10(2), 139–159 (2015). https://doi.org/10.1007/s11412-015-9212-4

    Article  Google Scholar 

  33. Manca, S., Delfino, M., Mazzoni, E.: Coding procedures to analyse interaction patterns in educational web forums. J. Comput. Assist. Learn. 25(2), 189–200 (2009). https://doi.org/10.1111/j.1365-2729.2008.00296.x

    Article  Google Scholar 

  34. de Marcos Ortega, L., Cabo, A.G., López, E.G.: Towards the social gamification of e-learning: a practical experiment. Int. J. Eng. Educ. 33, 66–73 (2017)

    Google Scholar 

  35. Marín, B., Frez, J., Lemus, J.C., Genero, M.: An empirical investigation on the benefits of gamification in programming courses. ACM Trans. Comput. Educ. (TOCE) 19(1), 1–22 (2019). https://doi.org/10.1145/3231709

    Article  Google Scholar 

  36. Martín, J.S., Cañada, F.C., Acedo, M.A.D.: Just a game? Gamifying a general science class at university, 26, 51–59 (2017). https://doi.org/10.1016/j.tsc.2017.05.003

  37. Newman, M.: Networks. Oxford University Press, Oxford (2018)

    Book  Google Scholar 

  38. Ortiz-Rojas, M., Chiluiza, K., Valcke, M.: Gamification through leaderboards: an empirical study in engineering education. Comput. Appl. Eng. Educ. 27(4), 777–788 (2019). https://doi.org/10.1002/cae.12116

    Article  Google Scholar 

  39. Ozdener, N.: Gamification for enhancing web 2.0 based educational activities: the case of pre-service grade school teachers using educational wiki pages. Telematics Inf. 35(3), 564–578 (2018). https://doi.org/10.1016/j.tele.2017.04.003

    Article  Google Scholar 

  40. Putnik, G., Costa, E., Alves, C., Castro, H., Varela, L., Shah, V.: Analysing the correlation between social network analysis measures and performance of students in social network-based engineering education. Int. J. Technol. Des. Educ. 26(3), 413–437 (2015). https://doi.org/10.1007/s10798-015-9318-z

    Article  Google Scholar 

  41. Reid, A.J., Paster, D., Abramovich, S.: Digital badges in undergraduate composition courses: effects on intrinsic motivation. J. Comput. Educ. 2(4), 377–398 (2015). https://doi.org/10.1007/s40692-015-0042-1

    Article  Google Scholar 

  42. Rienties, B., Tempelaar, D., den Bossche, P.V., Gijselaers, W., Segers, M.: The role of academic motivation in computer-supported collaborative learning. Comput. Hum. Behav. 25(6), 1195–1206 (2009). https://doi.org/10.1016/j.chb.2009.05.012

    Article  Google Scholar 

  43. van Roy, R., Zaman, B.: Need-supporting gamification in education: an assessment of motivational effects over time. Comput. Educ. 127, 283–297 (2018). https://doi.org/10.1016/j.compedu.2018.08.018

    Article  Google Scholar 

  44. Sailer, M., Hense, J.U., Mayr, S.K., Mandl, H.: How gamification motivates: an experimental study of the effects of specific game design elements on psychological need satisfaction. Comput. Hum. Behav. 69, 371–380 (2017). https://doi.org/10.1016/j.chb.2016.12.033

    Article  Google Scholar 

  45. Shea, P., et al.: Online learner self-regulation: learning presence viewed through quantitative content- and social network analysis. Int. Rev. Res. Open Distrib. Learn. 14(3), 427 (2013). https://doi.org/10.19173/irrodl.v14i3.1466

    Article  Google Scholar 

  46. Siqin, T., van Aalst, J., Chu, S.K.W.: Fixed group and opportunistic collaboration in a CSCL environment. Int. J. Comput.-Support. Collab. Learn. 10(2), 161–181 (2015). https://doi.org/10.1007/s11412-014-9206-7

    Article  Google Scholar 

  47. Smith, P.V., Jablokow, K.W., Friedel, C.R.: Characterizing communication networks in a web-based classroom: cognitive styles and linguistic behavior of self-organizing groups in online discussions. Comput. Educ. 59, 222–235 (2012). https://doi.org/10.1016/j.compedu.2012.01.006

    Article  Google Scholar 

  48. Sousa, M.E., Ferreira, O., López, J.C., Fernández, M.: Effectiveness of gamification in undergraduated education. In: Proceedings of the 13th International Conference on Computer Supported Education, vol. 1, pp. 376–385 (2021). https://doi.org/10.5220/0010495603760385

  49. Sousa, M.E., López, J.C., Fernández, M., Ferreira, O.: The interplay between gamification and network structure in social learning environments: a case study. Comput. Appl. Eng. Educ. 28(4), 814–836 (2020)

    Article  Google Scholar 

  50. Sousa, M.E., López, J.C., Fernández, M., Rodríguez, M., López, C.: Mining relationships in learning-oriented social networks. Comput. Appl. Eng. Educ. 25(5), 769–784 (2017)

    Article  Google Scholar 

  51. Stepanyan, K., Mather, R., Dalrymple, R.: Culture, role and group work: a social network analysis perspective on an online collaborative course, 45(4), 676–693 (2013). https://doi.org/10.1111/bjet.12076

  52. Strmecki, D., Bernik, A., Radoevic, D.: Gamification in e-learning: introducing gamified design elements into e-learning systems. J. Comput. Sci. 11, 1108–1117 (2015). https://doi.org/10.3844/jcssp.2015.1108.1117

    Article  Google Scholar 

  53. Subhash, S., Cudney, E.A.: Gamified learning in higher education: a systematic review of the literature. Comput. Hum. Behav. 87, 192–206 (2018). https://doi.org/10.1016/j.chb.2018.05.028

    Article  Google Scholar 

  54. Thoms, B., Eryilmaz, E.: How media choice affects learner interactions in distance learning classes. Comput. Educ. 75, 112–126 (2014). https://doi.org/10.1016/j.compedu.2014.02.002

    Article  Google Scholar 

  55. Tirado, R., Hernando, Á., Aguaded, J.I.: The effect of centralization and cohesion on the social construction of knowledge in discussion forums. Interact. Learn. Environ. 23(3), 293–316 (2012). https://doi.org/10.1080/10494820.2012.745437

    Article  Google Scholar 

  56. Toda, A.M., do Carmo, R.M., da Silva, A.P., Bittencourt, I.I., Isotani, S.: An approach for planning and deploying gamification concepts with social networks within educational contexts. Int. J. Inf. Manage. 46, 294–303 (2019). https://doi.org/10.1016/j.ijinfomgt.2018.10.001

    Article  Google Scholar 

  57. Toikkanen, T., Lipponen, L.: The applicability of social network analysis to the study of networked learning. Interact. Learn. Environ. 19(4), 365–379 (2011). https://doi.org/10.1080/10494820903281999

    Article  Google Scholar 

  58. Tsay, C.H.H., Kofinas, A., Luo, J.: Enhancing student learning experience with technology-mediated gamification: an empirical study. Comput. Educ. 121, 1–17 (2018). https://doi.org/10.1016/j.compedu.2018.01.009

    Article  Google Scholar 

  59. Wu, J.Y., Nian, M.W.: The dynamics of an online learning community in a hybrid statistics classroom over time: implications for the question-oriented problem-solving course design with the social network analysis approach. Comput. Educ. 166, 104120 (2021). https://doi.org/10.1016/j.compedu.2020.104120

    Article  Google Scholar 

  60. Xie, K., Yu, C., Bradshaw, A.C.: Impacts of role assignment and participation in asynchronous discussions in college-level online classes. Internet High. Educ. 20, 10–19 (2014). https://doi.org/10.1016/j.iheduc.2013.09.003

    Article  Google Scholar 

  61. Yildirim, I.: The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. Internet High. Educ. 33, 86–92 (2017). https://doi.org/10.1016/j.iheduc.2017.02.002

    Article  Google Scholar 

  62. Zainuddin, Z., Chu, S.K.W., Shujahat, M., Perera, C.J.: The impact of gamification on learning and instruction: a systematic review of empirical evidence. Educ. Res. Rev. 30, 100326 (2020). https://doi.org/10.1016/j.edurev.2020.100326

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Atlantic Research Centre, Universidade de Vigo, Vigo, Spain

    M. E. Sousa-Vieira, J. C. López-Ardao & M. Fernández-Veiga

Authors
  1. M. E. Sousa-Vieira
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. J. C. López-Ardao
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. M. Fernández-Veiga
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to M. E. Sousa-Vieira .

Editor information

Editors and Affiliations

  1. Institute of Education, University of Szeged, Szeged, Hungary

    Beno Csapó

  2. School of Engineering, University of Ulster, Newtownabbey, UK

    James Uhomoibhi

Rights and permissions

Reprints and permissions

Copyright information

© 2022 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Sousa-Vieira, M.E., López-Ardao, J.C., Fernández-Veiga, M. (2022). An Assessment of Statistical Classification for Gamification and Socially Oriented Methodologies in Undergraduate Education. In: Csapó, B., Uhomoibhi, J. (eds) Computer Supported Education. CSEDU 2021. Communications in Computer and Information Science, vol 1624. Springer, Cham. https://doi.org/10.1007/978-3-031-14756-2_19

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-14756-2_19

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-14755-5

  • Online ISBN: 978-3-031-14756-2

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation