Abstract

Adding video-game elements to non-video-game interfaces (“gamification”) has become a common engagement strategy over the past several years in the domain of education. While prior studies have found that adding game elements to mandatory educational materials can increase students’ motivation to complete the materials, there has yet to be a study to investigate if game elements can make users more likely to engage with optional educational materials. In this study, we investigate whether users of a gamified educational interface are more motivated than users of a non-gamified interface to voluntarily complete educational materials. We found users of a gamified interface to spend more time using the system, as well as reporting higher intentions to return to the system, supporting gamification as a method for encouraging independent learning.

Committee Chair

Dr Caitlin Kelleher

Committee Members

Dr Robert Pless

Comments

Permanent URL: https://doi.org/10.7936/K73R0QSR

Degree

Master of Science (MS)

Author's Department

Computer Science & Engineering

Author's School

McKelvey School of Engineering

Document Type

Thesis

Date of Award

Winter 12-15-2014

Language

English (en)

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