Capturing potential impact of challenge-based gamification on gamified quizzing in the classroom

Punyawee Anunpattana; Mohd Nor Akmal Khalid; Hiroyuki Iida; Wilawan Inchamnan

doi:10.1016/j.heliyon.2021.e08637

Capturing potential impact of challenge-based gamification on gamified quizzing in the classroom

Heliyon. 2021 Dec 20;7(12):e08637. doi: 10.1016/j.heliyon.2021.e08637. eCollection 2021 Dec.

Authors

Punyawee Anunpattana¹, Mohd Nor Akmal Khalid^{1

2}, Hiroyuki Iida², Wilawan Inchamnan³

Affiliations

¹ School of Information Science, Japan Advanced Institute of Science and Technology, 1-1 Asahidai, Nomi, 923-1211 Ishikawa, Japan.
² Research Center for Entertainment Science, Japan Advanced Institute of Science and Technology, 1-1 Asahidai, Nomi, 923-1211 Ishikawa, Japan.
³ College of Creative Design and Entertainment, Dhurakij Bundit University, Bangkok, Thailand.

Abstract

Challenges in education have continuously been addressed by integrating gamification, but a gap remains for game design principles that support user engagement. This paper outlines results obtained from integrating challenge-based gamification into an elementary school classroom to examine the emergence of student engagement and learning-related behavior. The approach was applied to logical puzzle quizzes where different gamification adjustments were captured and examined using physics' analogy (called the motion in mind concept). The structural experiment, with a mixed methods design, was designed around the notion of time pressure and the difficulty of gamifying the quizzing experience. This model was constructed to validate and expand the quantitative findings (motion in mind model) by including qualitative explorations (thematic analysis). The results revealed the potential synthesis of motion in mind and flow theory, and its relationships to engagement and learning were identified as a new conceptual scheme.

Keywords: Challenge adjustment; Engagement; Gamification; Physics in mind; Quizzing; Time pressure.