Studying student differentiation in gamified education: A long-term study

• Published in: Computers in human behavior Vol. 71; pp. 550 - 585
• Main Authors: Barata, Gabriel, Gama, Sandra, Jorge, Joaquim, Gonçalves, Daniel
• Format: Journal Article
• Language: English
• Published: Elmsford Elsevier Ltd 01-06-2017; Elsevier Science Ltd
• Subjects: Cluster analysis; Clusters; College students; Curricula; Differentiation; Engagement; Gamification; Gamified learning; Student performance; Student types; Students; Studies; Cluster analysis; Engagement; Gamified learning; Student performance; Gamification; Student types
• ISSN: 0747-5632; 1873-7692
• DOI: 10.1016/j.chb.2016.08.049

Gamified learning is a novel concept that according to recent studies, can increase student activity and improve learning outcomes. However, little is known about how different students experience and are engaged by it. We present a long-term study which identified distinct behavioral and performance patterns in participants taking a gamified college course. Our study lasted for three years, during which we deployed three consecutive instances of the course, each featuring improvements based on student feedback from the previous instances. To understand how different students behaved in our gamified experience, according to their daily performance, we performed cluster analysis and assessed student engagement in the last year using a formal instrument. We then did a cluster-wise analysis using different performance and behavioral measures, to further assess and characterize every cluster. To wit, we identified six different student clusters, each featuring different behaviors and performance levels. However, only four were present in the last year, which differed in terms of engagement with the course. In this paper we carefully describe each student cluster, explain how they evolved, and derive meaningful design lessons.
•We differentiated students by their daily performance gains using cluster analysis.•We assessed student engagement with a validated instrument in one year.•Different student types were found, with diverse performance and engagement levels.•The course was considered more motivating, interesting and easier to learn from.•We analyzed the main factors that determined the success of our gamified course.