EFFECTIVENESS OF GAMIFICATION ELEMENTS IN BLENDED LEARNING ENVIRONMENTS

Creative Commons License

MEŞE C., DURSUN Ö. Ö.

TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION, vol.20, no.3, pp.119-142, 2019 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 20 Issue: 3
  • Publication Date: 2019
  • Doi Number: 10.17718/tojde.601914
  • Journal Name: TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus
  • Page Numbers: pp.119-142
  • Keywords: Gamification, blended learning, community of inquiry, motivation, INTRINSIC MOTIVATION, HIGHER-EDUCATION, STUDENT PERCEPTIONS, DIGITAL BADGES, SATISFACTION, ACHIEVEMENT, COMPETITION, CLASSROOM, PERFORMANCE, COMMUNITY
  • Anadolu University Affiliated: Yes

Abstract

The purpose of this study was to determine the effectiveness of blended learning environments enriched with the use of gamification elements. The study was carried out using the convergent parallel mixed design, in which the qualitative and quantitative data were integrated. The study was conducted with 63 participants who were randomly divided into control and experimental groups. In the experimental group, the activities were enriched in the environment by using the gamification elements but not in the control group. The data were collected by Community of Inquiry data collection tool, academic achievement test, Instructional Materials Motivation Survey, experience activity, and interviews. According to the results, no difference was observed between the groups in terms of community of inquiry model, academic achivement, motivation. These findings are supported by qualitative data. According the findings, it could be stated that learning occurred in the form of latent learning in the experimental group.