Description
Gamification is a pedagogical technique for enriching the student experience. It has been positioned as a solution to the challenges facing IS education such as student engagement, learning, and retention. However, existing applications of gamification in education focus on the role of game elements in enhancing lower order learning goals such as understanding and remembering, solely considering students as consumers of gamification. This study explores how student-led and student generated gamification projects can improve learning at all cognitive levels on Bloom’s Taxonomy of Learning. It also aims to study gamification self-efficacy as an important outcome of such projects. Preliminary findings offer tentative support for the potential of student-led gamification projects in enhancing learning and developing gamification self-efficacy. These findings will be explored further in subsequent analyses. This study makes empirical and practical contributions by supporting the potential of gamification and offering insights on the incorporation of gamification in IS education.
Recommended Citation
Kenny, Grace; Lyons, Roisin; and Lynn, Theo, "Don’t Make the Player, Make the Game: Exploring the Potential of Gamification in IS Education" (2017). AMCIS 2017 Proceedings. 35.
https://aisel.aisnet.org/amcis2017/ISEducation/Presentations/35
Don’t Make the Player, Make the Game: Exploring the Potential of Gamification in IS Education
Gamification is a pedagogical technique for enriching the student experience. It has been positioned as a solution to the challenges facing IS education such as student engagement, learning, and retention. However, existing applications of gamification in education focus on the role of game elements in enhancing lower order learning goals such as understanding and remembering, solely considering students as consumers of gamification. This study explores how student-led and student generated gamification projects can improve learning at all cognitive levels on Bloom’s Taxonomy of Learning. It also aims to study gamification self-efficacy as an important outcome of such projects. Preliminary findings offer tentative support for the potential of student-led gamification projects in enhancing learning and developing gamification self-efficacy. These findings will be explored further in subsequent analyses. This study makes empirical and practical contributions by supporting the potential of gamification and offering insights on the incorporation of gamification in IS education.