Description
Within the last decade there has been an increased use of games for higher education. This study presents two pedagogical strategies for the gamification of information systems course content and examines how they might impact student motivation and use of the gamified system. The chosen course includes content regarding computer information systems taught to business school majors at the junior/senior level. We expand upon what has been previously studied by comparing and contrasting the results of utilizing the same gamified learning management system (GLMS), in the same course, with the same content – but administering that content using two different pedagogical techniques within the GLMS. Further information about these techniques will be presented at the conference. The purpose of the study is to examine student usage of, and motivation to use a GLMS across pedagogies. Our results indicate that pedagogical techniques do impact student motivation and use of the GLMS.
Recommended Citation
Barber, Connie and Smutzer, Kylie, "Leveling for Success: Gamification in IS Education" (2017). AMCIS 2017 Proceedings. 9.
https://aisel.aisnet.org/amcis2017/ISEducation/Presentations/9
Leveling for Success: Gamification in IS Education
Within the last decade there has been an increased use of games for higher education. This study presents two pedagogical strategies for the gamification of information systems course content and examines how they might impact student motivation and use of the gamified system. The chosen course includes content regarding computer information systems taught to business school majors at the junior/senior level. We expand upon what has been previously studied by comparing and contrasting the results of utilizing the same gamified learning management system (GLMS), in the same course, with the same content – but administering that content using two different pedagogical techniques within the GLMS. Further information about these techniques will be presented at the conference. The purpose of the study is to examine student usage of, and motivation to use a GLMS across pedagogies. Our results indicate that pedagogical techniques do impact student motivation and use of the GLMS.