ArticleHeliyon2022
Effects of a gamified learning environment on students' achievement, motivations, and satisfaction.
Article in Heliyon, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- The development of a serious game for laser applications in dentistry and the evaluation of dental students' satisfaction.BMC medical education · 2024Article
- Effectiveness of gamification and selection of appropriate teaching methods of creativity: Students' perspectives.Heliyon · 2023Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This paper aims to investigate the effects of a gamified e-learning environment on computer science learning for middle school students. An e-learning gamification environment was developed and implemented in 8th grade to examine its effects on improving learners' achievement, motivation, and satisfaction to learn computer science online. The study was conducted during the COVID-19 pandemic, where physical distancing was required, which made the conditions very suitable for achieving the goal of this study because teaching was conducted online through an e-learning platform. The effects of the online learning gamification environment were analyzed and interpreted. The pre-test-post-test control group design of the quasi-experiment was used. One hundred thirty-three students in 8th grade were involved in the study. Results indicated that the e-learning gamification environment increased students' motivation to learn computer science (α < 0.05) and their satisfaction with the online course (α < 0.05) but had no significant effect on their achievement. The study included several recommendations and suggestions for further studies.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.