Gamification Intensity in Web-Based Virtual Training Environments and Its Effect on Learning

IEEE Transactions on Learning Technologies, vol. 16, pp. 603–618

Abstract

Gamification approaches to learning use game-inspired design elements to improve learning. Given manifold design options to implement gamification in virtual environments, an important but underexplored research area is how the composition of gamification elements affects learning. To advance research in this area, we systematically identified key design elements that have shown promise in leading to positive learning results. We then conducted an experiment in which we varied gamification intensity in web-based virtual training environments for a procedural industrial task. In total, 355 participants were divided into a baseline group without gamification, a basic, and an advanced gamification group. Analysis of participants’ learning included learning outcomes (time-to-completion and number of mistakes), affective learning factors (motivation, self-efficacy, and satisfaction), learning system usability, and perceived cognitive load throughout the learning process. The results did not show any statistically significant differences between the lower and higher levels of gamification intensity. Conversely, we found that participants’ computer gaming habits and technical equipment (display size and computer pointing device) significantly influenced learning.

Authors 5

1. Thomas Bohné

   University of Cambridge

   Affiliation as printed

   Department of Engineering, University of Cambridge, Cambridge, U.K

2. Ina Heine Aachen Laboratory for Machine Tools and Production Engineering (WZL)

   RWTH Aachen University

   Affiliation as printed

   Laboratory for Machine Tools and Production Engineering, RWTH Aachen University, Aachen, Germany

3. Felix Mueller
   Affiliation as printed

   Department of Engineering, Collège des Ingénieurs, Paris, France

4. Paul-David Zuercher

   University of Cambridge

   Affiliation as printed

   Department of Engineering, University of Cambridge, Cambridge, U.K

5. Vera Maria Eger

   Technical University of Munich

   Affiliation as printed

   Department of Business, Technical University of Munich, Munchen, Germany