Can Gamification Improve the Benefits of Student Response Systems in Learning? An Experimental Study
Open accessAbstract
Student response systems (SRSs) are becoming popular among instructors in nearly all levels of learning. The benefits of using SRSs in terms of attendance, attention, participation, or motivation have been shown in many studies. Moreover, several studies demonstrate that the use of some kind of gaming techniques in education are useful to stimulate students to learn in wider, longer, and deeper ways. This paper analyzes whether the integration of both SRSs and gaming techniques leads to better results in motivation, attention, engagement, and learning performance than SRSs alone. For this purpose, a new tool has been developed for conducting an experimental study with students from different subjects and from different academic levels. A randomized post-test-only control group analysis was conducted to evaluate the impact of the gamified SRS. In addition, a multivariate three-way factorial design has been performed considering three relevant factors: 1) learning tool (non-gamified SRS or gamified SRS); 2) study type; and 3) gender. The main finding is that students who took lecture sessions with a gamified SRS had more positive perceptions with respect to motivation, attention, and learning performance than students who took lecture sessions with a non-gamified SRS.
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Previous work on students' feedback on the use of Kahoot! has been driven largely from more quantitative measures, with limited reliability and validity.
“While previous work has examined students' feedback on the use of Kahoot! (Barrio et al. 2016;Wang 2015), such evidence has been driven largely from more quantitative measures, with limited reliability and validity.”
From Students’ perception of Kahoot!’s influence on teaching and learning (2018) · cites this paper as Barrio et al. 2016
Educational games and game-based student response systems (GSRS) both increase student motivation and engagement, especially in circumstances where conventional lecture style or 'chalk and talk' teaching are resented by students and induce boredom.
“Educational games and game-based student response systems (GSRS; gamification techniques integrated into student response systems) both increase student motivation and engagement (e.g.Barrio et al. 2016;Wang and Lieberoth 2016), especially in circumstances where conventional lecture style or "chalk and talk" teaching are resented by students and induce boredom (Cheong et al. 2013;Graham 2015;Roe”
From Students’ perception of Kahoot!’s influence on teaching and learning (2018) · cites this paper as Barrio et al. 2016
GSRSs enhance students' attention, motivation, engagement and enjoyment beyond traditional methods.
“GSRSs enhance students' attention, motivation, engagement and enjoyment beyond traditional methods (Barrio et al. 2016;Wang and Lieberoth 2016).”
From Students’ perception of Kahoot!’s influence on teaching and learning (2018) · cites this paper as Barrio et al. 2016
Kahoot!, like other GSRSs, fosters motivation and engagement and improves classroom dynamics as the system provides students with real-time feedback of their performance, and to some extent adapt teaching activities based on students' responses to quizzes.
“Kahoot!, like other GSRSs, fosters motivation and engagement (Barrio et al. 2016;Wang and Lieberoth 2016) and improves classroom dynamics as the system provides students with real-time feedback of their performance, and to some extent adapt teaching activities based on students' responses to quizzes (Plump and LaRosa 2017).”
From Students’ perception of Kahoot!’s influence on teaching and learning (2018) · cites this paper as Barrio et al. 2016
Cites
Examining the benefits and challenges of using audience response systems: A review of the literature
Kay, R. H., & LeSage, A. (2009) · Computers & Education · doi:10.1016/j.compedu.2009.05.001 · Cited by 705 · cited 1× · see citing works
“A literature review on the benefits and challenges of using SRSs can be found in [12].”
BackgroundIncreasing Student Intrinsic Motivation And Self-Efficacy Through Gamification Pedagogy
Banfield, J., & Wilkerson, B. (2014) · Contemporary Issues in Education Research (CIER) · doi:10.19030/cier.v7i4.8843 · Cited by 258 · see citing works
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Gamifying education: what is known, what is believed and what remains uncertain: a critical review
Dichev, C., & Dicheva, D. (2017) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-017-0042-5 · Cited by 1,451 · see citing works
“This category includes studies of employing gamification in audience response systems (Barrio et al., 2015; Pettit et al., 2015), in mobile learning systems (Su & Cheng, 2015), in Learning Management Systems (Lambruschini & Pizarro, 2015) and in MOOCs (Chang & Wei, 2015).”
InfluentialGamified learning in higher education: A systematic review of the literature
Subhash, S., & Cudney, E. A. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.05.028 · Cited by 1,043 · see citing works
Students’ perception of Kahoot!’s influence on teaching and learning
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-018-0078-8 · Cited by 521 · see citing works
The impact of gamification in educational settings on student learning outcomes: a meta-analysis
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-020-09807-z · Cited by 340 · see citing works
Gamification and serious games in depression care: A systematic mapping study
Dias, L. P. S., Barbosa, J. L. V., & Vianna, H. D. (2018) · Telematics and Informatics · doi:10.1016/j.tele.2017.11.002 · Cited by 112 · see citing works
- Authors
- Morillas Barrio, C., Munoz-Organero, M., & Sanchez Soriano, J.
- Venue
- IEEE Transactions on Emerging Topics in Computing
- Published
- 2016-07
- Volume
- 4
- Issue
- 3
- Pages
- 429-438
- ISSN
- 2168-6750 (ISSN-L)
- 2376-4562
- OpenAlex
- W2342713917
- Cited by
- 124
- References
- 2
- Citations by year
- 2026: 5 · 2025: 8 · 2024: 7 · 2023: 17 · 2022: 18 · 2021: 25 · 2020: 24 · 2019: 10 · 2018: 6 · 2017: 4
- FWCI
- 8.42
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- IEEE Transactions on Emerging Topics in Computing (publishedVersion, cc-by)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, other-oa)
- e-Archivo (Carlos III University of Madrid) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Innovative Teaching Methods
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- clickers, gamification, student motivation, student attention, student engagement, learning performance, gender differences, educational technology
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