Investigating the causal relationships between badges and learning outcomes in SQL-Tutor

Research and Practice in Technology Enhanced Learning

Antonija Mitrovic¹  Faiza Tahir¹  Valerie Sotardi² 

[1] Intelligent Computer Tutoring Group, Department of Computer Science and Software Engineering, University of Canterbury, Private Bag 4800, 8041, Christchurch, New Zealand;School of Educational Studies and Leadership, University of Canterbury, Christchurch, New Zealand;

关键词: Gamification;    Goals;    Assessment;    Challenges;    Badges;    Learning behavior;    Time-on-task;    Causal analysis;   

DOI  :  10.1186/s41039-022-00180-4

来源: Springer

【 摘 要 】

The practice of adding game elements to non-gaming educational environments has gained much popularity. Gamification has been shown in some studies to enhance engagement, motivation and learning outcomes in technology-supported learning environments. Although gamification research has matured, there are some shortcomings such as inconsistency in applying gamification theories and frameworks and evaluating multiple game mechanics simultaneously. Moreover, there is little research on applying gamification to Intelligent Tutoring Systems (ITS). This paper investigates the causal effects of gamification on learning in SQL-Tutor, a mature ITS teaching students how to phrase queries in SQL. Having conducted a study under realistic conditions, we present a quantitative analysis of the performance of 77 undergraduate students enrolled in a database course. There are three main findings of our study: (1) gamification affects student learning by mediating the time-on-task; (2) students’ background knowledge does not influence time-on-task unless students achieve badges; and (3) students’ interest in topic (motivational construct) moderates the relationship between badges and time-on-task, but does not improve learning outcomes directly.

【 授权许可】

CC BY