Date of Award

Winter 12-15-2014

Author's School

School of Engineering & Applied Science

Author's Department

Computer Science & Engineering

Degree Name

Master of Science (MS)

Degree Type

Thesis

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.

Language

English (en)

Chair

Dr Caitlin Kelleher

Committee Members

Dr Robert Pless

Comments

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

Share

COinS