Online learning readiness and attitudes towards gaming in gamified online learning – a mixed methods case study

May combine two claims.

Progress bars were positively evaluated and were accepted as a management tool for individual learning strategies.

“Progress bars were positively evaluated and were accepted as a management tool for individual learning strategies.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Acquiring digital badges reportedly felt like appreciation directly awarded by the students' instructor.

“Acquiring digital badges reportedly felt like appreciation directly awarded by the students' instructor.”

May combine two claims.

Almost all students stated that they appreciated the gamification concept and that it should be implemented into more modules of their course of study in the future.

“Nevertheless, almost all students stated that they appreciated the gamification concept and that it should be implemented into more modules of their course of study in the future.”

May combine two claims.

Only 20% of the students in this case study rejected the concept of gamification in the online learning environment and were therefore assigned to the group of amotivation.

“Only 20% of the students in this case study rejected the concept of gamification in the online learning environment and were therefore assigned to the group of amotivation (see Fig. 1).”

• cites Fig. 1Not checked yet

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Results of the quantitative data for research question (2) showed high values on all three dimensions of OLR for intrinsic and identified motivated students (between 64 and 76%), as high scores of OLR were associated with high scores of autonomous motivation (intrinsic and identified motivation).

“Results of the quantitative data for research question (2) showed high values on all three dimensions of OLR for intrinsic and identified motivated students (between 64 and 76%, see Fig. 2), as high scores of OLR were associated with high scores of autonomous motivation (intrinsic and identified motivation).”

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Four interviewees were assigned to identified motivation.

“Four interviewees were assigned to identified motivation.”

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Although more than three-quarters of the participants could be attributed to autonomous motivation, low values in overall affinity towards online and computer games were observed in this sample.

“Surprisingly, although more than three-quarters of the participants could be attributed to autonomous motivation, low values in overall affinity towards online and computer games were observed in this sample.”

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They considered themselves to be active and believed that they would take the initiative in starting conversations or sharing ideas with their fellow students.

“They considered themselves to be active and believed that they would take the initiative in starting conversations or sharing ideas with their fellow students.”

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Low values in the dimension of OLR were associated with amotivation, whereas high values in the dimension of social competencies with teachers and fellow students were associated with high values of autonomous motivation.

“Low values in the dimension of OLR were associated with amotivation, whereas high values in the dimension of social competencies with teachers and fellow students were associated with high values of autonomous motivation (see Table 6).”

• cites Table 6Not checked yet

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Some results of previous studies could not be reproduced in this case study.

“Some results of previous studies could not be reproduced in this case study.”

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No significant correlation was found between technical competencies and extrinsic motivation, nor between social competencies with teachers or fellow students and all forms of motivation.

“No significant correlation was found between technical competencies and extrinsic motivation or between social competencies with teachers or fellow students and all forms of motivation (see Table 6).”

• cites Table 6Not checked yet

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Only 25% of the interviewed students agreed to the items of online and computer games, whereas three quarters disagreed that online and computer games were enjoyable or interesting.

“The research question (3) revealed that only 25% of the students interviewed agreed to the items of online and computer games, whereas three quarter of the participants disagreed that online and computer games were enjoyable or interesting.”

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They behaved appropriately to their categorized regulation type and acted rather passively.

“They behaved appropriately to their categorized regulation type and acted rather passively.”

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Technical competencies of OLR showed a significant positive correlation with intrinsic motivation (r = .44, p < .05) and with identified motivation (r = .43, p < .05).

“The dimension technical competencies of OLR showed a significant and positive correlation with intrinsic motivation (r = .44,p < .05)as well as with identified motivation (r = .43,p < .05).”

• Also stated in: § Students' online learning readiness and associated types of motivation · plain

  “High values in self-reported technical competencies were linked to high values of autonomous motivation.”

• Also stated in: § Conclusion · plain

  “Likewise, results reflected a significant correlation in the dimension of technical competencies of OLR with intrinsic and identified motivation.”

• cites Table 6Not checked yet

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Findings showed a high level of study-satisfaction, since about 88% of the students agreed to the items of study-satisfaction with regards to content, conditions and coping.

“Findings showed a high level of studysatisfaction, since about 88% of the students agreed to the items of study-satisfaction with regards to content, conditions and coping (see Fig. 3).”

• cites Fig. 3Not checked yet

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Classified as probably not a substantial claim.

Some of the interviewees cautioned that gamification might lead to demotivation because students were not only able to follow their progress but were also able to confirm their lack of knowledge and as a result may become discouraged.

“Finally, however, some of the interviewees cautioned that gamification might lead to demotivation because students were not only able to follow their progress but were also able to confirm their lack of knowledge and as a result may become discouraged.”

May combine two claims.

Students very much appreciated badges as a way of receiving direct feedback from instructors and of gaining recognition for their efforts.

“Students very much appreciated badges as a way of receiving direct feedback from instructors and of gaining recognition for their efforts.”

Probably not a substantial claim: may not pass S3 (load-bearing).

SDT has been used as a framework to investigate student's motivation and engagement in online learning along with gamification.

“As a part of online learning along with gamification, it has been used as a framework to investigate student's motivation and engagement (Dichev, Dicheva, Angelova, & Agre, 2015;Lamprinou & Paraskeva, 2015;Sailer, Hense, Mayr, & Mandl, 2017;Shi & Cristea, 2016).”

• cites Dichev, Dicheva, Angelova, & Agre, 2015 sourceNot checked yet

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• cites Lamprinou & Paraskeva, 2015 sourceNot checked yet

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• cites Sailer, Hense, Mayr, & Mandl, 2017 sourceNot checked yet

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Scales for measuring online learning readiness include at least four or five dimensions.

“Scales for measuring online learning readiness include at least four or five dimensions (Hung, Chou, Chen, & Own, 2010;Yu & Richardson, 2015) which capture the above-stated factors.”

• cites Hung, Chou, Chen, & Own, 2010 sourceNot checked yet

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• cites Yu & Richardson, 2015Not checked yet

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The self-determination theory has been applied in many research fields as an approach to human motivation and personality.

“The self-determination theory (SDT) of Deci andRyan (1985, 1993) has been applied in many research fields as an approach to human motivation and personality (Ryan & Deci, 2017).”

• cites Ryan & Deci, 2017Not checked yet

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A continuous growth in distance online learning has been observed in recent years and this method of learning is fast becoming a significant constituent of higher education.

“A continuous growth in distance online learning has been observed in recent years and this method of learning is fast becoming a significant constituent of higher education (Allen & Seaman, 2013).”

• cites Allen & Seaman, 2013Not checked yet

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Motivation is one of the key determinants for successful online learning.

“In addition, motivation is one of the key determinants for successful online learning (Lineham, Kirman, Lawson, & Chan, 2011).”

• cites Lineham, Kirman, Lawson, & Chan, 2011Not checked yet

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Intrinsic motivation is considered the most beneficial type of motivation as it is associated with activities that are done for fun and pleasure and satisfaction.

“Intrinsic motivation is considered the most beneficial type of motivation as it is associated with activities that are done for fun and pleasure and satisfaction.”

Classified as probably not a substantial claim.

The surveys used in the questionnaire had been confirmed in previous research to be valid tools in measuring the desired construct.

“These surveys had been confirmed in previous research to be valid tools in measuring the desired construct.”

Classified as probably not a substantial claim.

Badges and progress bars were expected to help foster own goal-setting and learning strategies in the self-determined learning environment at hand.

“In addition, badges and progress bars were expected to help foster own goal-setting and learning strategies (Werbach & Hunter, 2012) in the self-determined learning environment at hand.”

• cites Werbach & Hunter, 2012Not checked yet

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The concept of study-satisfaction includes content, conditions and coping as three important factors and uses self-reported measures to make statements about students' satisfaction with their course of studies.

“The concept of study-satisfaction includes content, conditions and coping as three important factors and uses selfreported measures to make statements about students' satisfaction with their course of studies (Schiefele & Jacob-Ebbinghaus, 2006;Westermann, Heise, Spies, & Trautwein, 1996).”

• cites Schiefele & Jacob-Ebbinghaus, 2006 sourceNot checked yet

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• cites Westermann, Heise, Spies, & Trautwein, 1996Not checked yet

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Probably not a substantial claim: may not pass S4 (based).

Players' general attitudes towards online and computer games may be a successful predictor of study-satisfaction within the context of the study module under observation, which was gamified with badges and progress bars.

“Considering the fun associated with games, triggering happiness and well-being, players' general attitudes towards online and computer games may be a successful predictor of study-satisfaction within the context of the study module under observation, which was gamified with the game elements of badges and progress bars.”

May combine two claims.

The omission of two amotivation items was acceptable because the two remaining questions were content-related to amotivation and typically represented this regulation type.

“The omission was acceptable due to the fact that the two remaining questions were content-related to amotivation and typically represented this regulation type.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Some items were translated with the forward translation method in order to be understood by the participating students.

“Some of the items were translated with the forward translation method in order to be understood by the participating students (Beaton, Bombardier, Guillemin, & Ferraz, 2007).”

• cites Beaton, Bombardier, Guillemin, & Ferraz, 2007 sourceNot checked yet

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The questionnaire comprised items of surveys previously used in other surveys and tested and adapted for this case study.

“The questionnaire comprised items of surveys previously used in other surveys and tested and adapted for this case study.”

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Digital badges and progress bars were chosen as game elements because both features were expected to support progress, mastery and recognition and to thereby generate learner engagement, motivation and interaction.

“Digital badges and progress bars were chosen as game elements because both features were expected to support progress, mastery and recognition and to thereby generate learner engagement, motivation and interaction (Hakulinen et al., 2015;Utomo & Santoso, 2015;Werbach & Hunter, 2012).”

• cites Hakulinen et al., 2015Not checked yet

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• cites Utomo & Santoso, 2015Not checked yet

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• cites Werbach & Hunter, 2012Not checked yet

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The inconclusive findings either depend on the amount of game elements, used context, kind of media, or target group.

“The inconclusive findings either depend on the amount of game elements, used context, kind of media, or target group.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

There is still insufficient evidence to support the benefits of gamification and a lack of knowledge on how to gamify motivational designs.

“Since results on the benefits of gamification were mixed and only limited research has so far been undertaken on its use in educational subjects in comparison to science subjects, there is still insufficient evidence to support the benefits of gamification and a lack of knowledge on how to gamify motivational designs (Dichev & Dicheva, 2017).”

• cites Dichev & Dicheva, 2017Not checked yet

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Classified as probably not a substantial claim. May combine two claims.

Since histograms, Q-Q plots and a Shapiro-Wilk test of normality indicated that most of the variables were not normally distributed, Spearman's rho for non-parametric tests was used to assess correlations.

“Since histograms, Q-Qplots and a Shapiro-Wilk test of normality indicated that most of the variables were not normally distributed, Spearman's rho for non-parametric tests was used to assess correlations.”

Classified as probably not a substantial claim. May combine two claims.

The fun in games arises from the mastery and comprehension of the player, resulting in satisfaction and promoting a sense of well-being.

“The fun in games arises from the mastery and comprehension of the player, resulting in satisfaction and promoting a sense of well-being (Koster, 2013;McGonigal, 2011;Seligman, 2012).”

• cites Koster, 2013Not checked yet

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• cites McGonigal, 2011Not checked yet

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• cites Seligman, 2012Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The use of game elements in online learning environments is said to foster students' motivation and to achieve changes in students' learning behavior.

“The use of game elements in online learning environments is said to foster students' motivation and to achieve changes in students' learning behavior (Deterding et al., 2011;Kapp, 2012;Werbach & Hunter, 2012).”

• cites Deterding et al., 2011 sourceNot checked yet

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• cites Kapp, 2012Not checked yet

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• cites Werbach & Hunter, 2012Not checked yet

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In Yu and Richardson (2015), the social competencies in general subscale reached an internal consistency of α = .87.

“This is in contrast to previous results of Yu and Richardson (2015), who in their sample reached an internal consistency of α = .87for this subscale.”

• cites Yu and Richardson (2015)Not checked yet

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The amotivation subscale did not reach a sufficiently high Cronbach's alpha (α = .49), similar to the findings of Guay, Vallerand, and Blanchard (2000).

“In the study, the subscale amotivation also did not reach a sufficiently high Cronbach's alpha (α = .49),similar to the findings of Guay, Vallerand, and Blanchard (2000).”

• cites Guay, Vallerand, and Blanchard (2000) sourceNot checked yet

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Classified as probably not a substantial claim.

A mixed methods approach was deemed suitable because integration of quantitative and qualitative data was expected to reveal a more comprehensive and complete picture in interpreting the problem posed.

“A mixed methods approach was chosen and deemed to be suitable since the integration of both quantitative and qualitative data was expected to reveal a more comprehensive and complete picture in interpreting the problem posed (Creswell & Plano Clark, 2011).”

• cites Creswell & Plano Clark, 2011Not checked yet

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Student satisfaction is a relevant factor that allows instructors to evaluate their students' learning conditions and to gain information on how they cope with their course of studies.

“Besides motivation, student satisfaction is another relevant factor that allows instructors to evaluate their students' learning conditions and to gain information on how they cope with their course of studies.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

A recent meta-analysis concluded that more than 60% of the surveyed studies which investigated gamification in general were inconclusive and about 20% were positive, and ten per cent even showed a negative result.

“A recent meta-analysis concluded that more than 60% of the surveyed studies which investigated gamification in general were inconclusive and about 20% were positive.Ten per cent even showed a negative result (Dichev & Dicheva, 2017).”

• cites Dichev & Dicheva, 2017Not checked yet

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Classified as probably not a substantial claim.

Given the inconclusive results of previous studies, a mixed methods approach was expected to be more appropriate in understanding how the students perceived the gamification concept.

“Given the inconclusive results of previous studies, such an approach was expected to be more appropriate in understanding how the students perceived the gamification concept.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The interview guideline was prepared using a theory-based and rule-guided method.

“the guideline for which was prepared using a theory-based and rule-guided Notes: n = number, Min/Max = scale range of answers, M = means, SD = standard deviations, α = Cronbach's Alpha method (Gläser & Laudel, 2010).”

• cites Gläser & Laudel, 2010 sourceNot checked yet

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Probably not a substantial claim: may not pass S4 (based).

Attitudes towards gaming may also give insights into the acceptance of both game elements within the non-game context.

“Attitudes towards gaming may also give insights into the acceptance of both game elements within the non-game context.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Different results were also found in the application of the same type of game elements regarding motivation, engagement, or learning performance.

“Different results were also found in the application of the same type of game elements regarding motivation, engagement, or learning performance (Dichev & Dicheva, 2017;Nacke & Deterding, 2017).”

• cites Dichev & Dicheva, 2017Not checked yet

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• cites Nacke & Deterding, 2017 sourceNot checked yet

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Students in this sample were generally not fond of online and computer games, yet high values in the dimensions of study-satisfaction in a gamified learning environment were reported.

“Even though there was a high disagreement for the items of online and computer games, meaning that students in this sample were generally not fond of online and computer games, high values in the dimensions of study-satisfaction in a gamified learning environment were reported.”

Probably not a substantial claim: may not pass S3 (load-bearing).

These results are in line with previous researches (Hung et al., 2010; Roper, 2007; Salaberry, 2000).

“These results are in line with previous researches (Hung et al., 2010;Roper, 2007;Salaberry, 2000).”

• cites Hung et al., 2010 sourceNot checked yet

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• cites Roper, 2007Not checked yet

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• cites Salaberry, 2000 sourceNot checked yet

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The qualitative content analysis was the applied method because the interest of the study was focused on content and theme.

“Since the interest of the study was focused on content and theme, the qualitative content analysis was the applied method (Mayring, 2015).”

• cites Mayring, 2015Not checked yet

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May combine two claims.

Students largely showed that they were motivated and satisfied within the gamified learning environment.

“Students largely showed that they were motivated and satisfied within the gamified learning environment.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

These findings are in line with results of Kim and Frick (2011) or Sølvberg (2003).

“These findings are in line with results of Kim and Frick (2011) or Sølvberg (2003).”

• cites Kim and Frick (2011) sourceNot checked yet

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• cites Sølvberg (2003) sourceNot checked yet

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The absence of extrinsic regulation type is in line with expectations because participation in the gamification program was voluntary and there were no extrinsic rewards associated with the gamification activities.

“This is in line with expectations, as participation in the gamification program was voluntary and there were no extrinsic rewards associated with the gamification activities.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The combination of the two surveys as a mixed methods approach allowed a more comprehensive classification of the results than each method individually.

“In this respect, the combination of the two surveys as a mixed methods approach allowed a more comprehensive classification of the results than each method individually.”

May combine two claims.

This motivation type represents a high-quality learning and was supported with badges and progress bars.

“This motivation type represents a high-quality learning and was supported with badges and progress bars.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Study-satisfaction is a relevant factor for universities as it raises the attractiveness of higher education institutions.

“Studysatisfaction is a relevant factor for universities as it raises the attractiveness of higher education institutions (Gremler & McCollough, 2002).”

• cites Gremler & McCollough, 2002 sourceNot checked yet

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Gamification was a voluntary option for the students and did not have any direct effect on their term paper, which reduced the subjective relevancy of the option for their studies and may have consequently hampered active participation.

“Another aspect to be considered was that the gamification was a voluntary option for the students and also did not have any direct effect on their term paper.This reduced the subjective relevancy of the option for their studies and may have consequently hampered active participation.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The dimensions of OLR in this study had to be reduced for the subscale of social competencies in general, since the values were not satisfactory.

“Finally, the dimensions of OLR in this study had to be reduced for the subscale of social competencies in general, since the values were not satisfactory.”

Probably not a substantial claim: may not pass S3 (load-bearing).

This is in contrast to the research of Yu and Richardson (2015) where the same tool was used for online learning students.

“This is in contrast to the research of Yu and Richardson (2015) where the same tool was used for online learning students.”

• cites Yu and Richardson (2015)Not checked yet

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These needs accomplish the same effect when playing video games, and therefore it might be explained that autonomously perceived motivation is associated with study satisfaction in the dimension of coping in the context of learning with badges and progress bars.

“However, these needs accomplish the same effect when playing video games (Rigby & Ryan, 2011) and therefore, it might be explained that autonomously perceived motivation is associated with study satisfaction in the dimension of coping in the context of learning with badges and progress bars.”

• cites Rigby & Ryan, 2011 sourceNot checked yet

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It might be reasonable that the range was limited through the omission of one subscale, even though the used subscales reflected a more detailed insight.

“It might be reasonable that the range was limited through the omission of one subscale, even though the used subscales reflected a more detailed insight.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Socio-demographic factors were not considered in the present survey but could be of value in getting more reliable findings for students' specific needs for a gamified learning in distance higher education.

“In addition, socio-demographic factors were not considered in the present survey but could be of value in getting more reliable findings for students' specific needs for a gamified learning in distance higher education.”

Probably not a substantial claim: may not pass S2 (checkable).

These important findings underline the fact that motivational aspects are important key requirements for meaningful online learning.

“These important findings underline the fact that motivational aspects are important key requirements for meaningful online learning.”

May combine two claims.

Progress bars were neither perceived nor clearly identified as game elements within this context, but rather as a tool to organize and to structure online learning.

“These statements reflect an important result, since they show that progress bars were neither perceived nor clearly identified as game elements within this context, but rather as a tool to organize and to structure online learning.”

May combine two claims.

These psychological needs are fulfilled in the autonomous forms of motivation (intrinsic and identified motivation) which facilitates students' self-regulated learning, performance and well-being.

“These psychological needs are fulfilled in the autonomous forms of motivation (intrinsic and identified motivation) which facilitates students' self-regulated learning, performance and well-being (Niemiec & Ryan, 2009).”

• cites Niemiec & Ryan, 2009 sourceNot checked yet

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Hence, the surveyed students are satisfied with their academic studies and their online learning.

“Hence, the surveyed students are satisfied with their academic studies and their online learning.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Their results were valid and reliable for all subscales.

“Their results were valid and reliable for all subscales.”

• cites Yu and Richardson (2015)Not checked yet

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The construct of regulation types worked as expected in the study, and hence only autonomous motivation or amotivation types were found to be applicable.

“This fact shows that the construct of regulation types worked as expected in the study and hence, only autonomous motivation or amotivation types were found to be applicable.”

Classified as probably not a substantial claim.

The presented research should be seen as a case study that gives insights into the context at hand only.

“For this reason, the presented research should be seen as a case study that gives insights into the context at hand only.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Study-satisfaction is also a major outcome variable in assessing teaching interventions associated with student persistence.

“It is also a major outcome variable in assessing teaching interventions associated with student persistence (Park & Choi, 2009;Lee & Choi, 2013).”

• cites Park & Choi, 2009Not checked yet

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• cites Lee & Choi, 2013 sourceNot checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

An advantage could be seen in that the respondents of the qualitative survey supported the trends of the results of the quantitative survey and provided important additional information for the research interest.

“An advantage could be seen in that the respondents of the qualitative survey supported the trends of the results of the quantitative survey and provided important additional information for the research interest.”