The use of gamification to facilitate learning of multimedia subjects in undergraduate education students Armando Alemán Juárez, Arturo Eduardo Becerra Mariscal, María del Carmen García Higuera

The use of gamification to facilitate learning of multimedia subjects in undergraduate education students

Armando Alemán Juárez, Arturo Eduardo Becerra Mariscal, María del Carmen García Higuera

Abstract

Gamification in education has distinct perspectives and impacts on learning. There are not many studies related to this topic; through a qualitative exploratory approach, this study intends to establish a first outline with the purpose of encouraging more studies with the same focus. In this sense, the purpose of this study is to understand the learning experiences that students had after taking a full-semester multimedia workshop based on game design principles. The students were enrolled at Escuela de Pedagogía (School of Pedagogy), Universidad Panamericana. Findings for this study revealed that students are more interested and involved on class subjects; in addition they are more willing to learn about technological and multimedia resources. Likewise, for many of these students, taking a gamification methodology-based workshop was an innovative experience, as they learned to use and create multimedia resources through practice. For some students, working on teams was challenging due to adaptation and organization requirements. We also found that the implementation of a gamification methodology has complex processes which impact learning. Keywords: Gamification, Multimedia, Learning, Methodology, Education.

1. INTRODUCTION

‘Education has seen more innovation in its methods, practices, tools, and philosophies in the past 10 to 15 years than in the 100 years before that’[1, par.1]. Part of this phenomenon has arisen from the digital and information revolution which has impacted the way people process, store, and manage different types of data, but also how they communicate; resulting in an impact on various spheres of society [2].

Educational institutions, at several levels, have applied innovative teaching and learning strategies with different results [3]. The tendency in higher education is the application of new tools and approaches in classrooms by faculty [4], focusing on those strategies that stimulate divergent and critical thinking to promote learning. In this sense, the NMC Horizon Report: 2014 Higher Education Edition [5] marks Gamification as an innovative means to impact university education. However, the stateof-the-art regarding the learning effectiveness of this approach is fragile [6]. Additionally, there is not a consensus about how to best teach universi-

Publicación original en

EDULEARN17 Proceedings

Año 2017

Páginas 3175-3181

ISSN

2340-1117

doi

10.21125/edulearn.2017.1674

Referencia bibliográfica

Alemán, A., Becerra, A. y García, M. C. (2017). The use of gamification to facilitate learning of multimedia subjects in undergraduate education students. EDULEARN17 Proceedings, 31753181. doi: 10.21125/ edulearn.2017.1674.

ty students and how to achieve a real pedagogical revolution [2]. According to Moodie [2], the answer could be the reconfiguration of disciplinary knowledge ‘in a form in which it may be learned’ [p.14]. That means not only structuralizing different types of knowledge into adapted methods that promote learning, but also knowing which methods suit best each category of knowledge [2].

We think Gamification might be part of the answer to this problem, since it could help foster active learning through situated activities [7]. Therefore, our proposal questions the relevance of Gamification in learning in higher education. This study describes the experiences of 144 education students, at Universidad Panamericana, after having a full-semester multimedia workshop with game design principles. The following questions guided the study:

1) What meaning do education students give to their learning experiences after taking a multimedia workshop based on a Gamification methodology?

2) What are the learning outcomes for these students?

3) What are the main learning barriers that students found after taking the workshop?

2. LITERATURE REVIEW

The objective of the multimedia workshop at School of Pedagogy is that students learn to use technology and multimedia tools, such as videos, podcasts, infographics, websites, and webinars, and apply them to educational contexts; considering some Gamification elements. To accomplish this learning, we implemented a game platform called Classcraft throughout the course, in addition to other game strategies.

Classcraft was created by Shawn Young, in January 2011, as a role-playing game targeting high school students to modify their behavior and for classroom management [8]. As this author explains [8], this tool was ‘directly inspired from massively multiplayer online role-playing games such as World of Warcraft’ [p.502].

In a study held in 2016 [8] about the use of Classcraft in two schools, the first one in France and the second in Canada, Young stands for ludicization as the theoretical perspective that supports his platform, au contraire of using a Gamification concept. Nonetheless, he centers his research in how his chosen academic strategy influences the conduct of students, and allows teacher management at a high school level. Even though we utilized Young´s platform, we used the term Gamification since we included game design elements for the class methodology, such as narrative, points, and rewards [6].

There is not a consensus on the definition of Gamification. However, we consider the holistic explanation of Martens et al. [6], who clearly describes its roots, components, and structure. In this sense, the authors state that Gamification is not necessarily related to the idea of having fun, but rather to the notion of acquiring new ways of thinking. The methodology is based on game design principles, such as game design elements, game mechanics, and game thinking in nongaming contexts.

Martens et al. [6] explain that game design elements constitute the design of a Gamification methodology. This elements are divided into two groups: interaction and rating elements. For the first group, the authors describe the features which establish an “interface” between the user and the game, for instance, dice, characters, or leaderboards. For the second group, they conceive those components related to assessment, such as badges, scoring systems, and points.

These authors [6] state that game mechanics relate to the organization and interaction with the game, norms, and resources. Finally, game thinking [6] is the possibility to analyze and solve problems

by joining design thinking with game design. Our study considered these three game design principles in the multimedia workshop by implementing Classcraft, and by using other games such as Kahoot, Flip Quiz, and Cranium, and some game activities and tasks through storytelling.

Gamification is related to active learning [4] in the sense that it involves “learning by doing”, through different activities. Wood et al. [4] emphasize that the nature of Gamification could increase students´ engagement. However, not all authors express the same outcomes. Martens et al. [6] compile some empirical studies related to Gamification and its outcomes, some of them in higher education. They divide the studies in positive [9–11], negative [12,13], and mixed results [14–20]. The diverging results, as emphasized by Martens et al. [6], may be due to the different gamification approaches [21].

Through the analysis of the previous studies, the authors [6] found two main outcomes: promotion of participation and increment in motivation. However, there is a lack of evidence on the benefits of Gamification in the context of learning, due to weak research methodologies [22], personal perspectives of players regarding likeness of the game [16], and the lack of an integrated view of the phenomenon through meta-analysis [6].

Sanchez et al. [8] developed an experiment using Classcraft, in two different settings: the first one in a school in Rhône, France and the second one in a school in Quebec, Canada. They found that the use of the platform increased participation, motivation, and engagement of students in class. The authors also state that these results could be influenced by the involvement capacity of the game through role play. In addition, the study describes that playing Classcraft may foster media literacy, an idea related to the present study of learning multimedia subjects through game principles. However, it focuses on high school level. Similarly, Miller [23] concludes that, in a Gamification methodology, having a concise narrative and story with clear class objectives and incentives, may lead to situated learning.

3. METHODOLOGY

This study followed a qualitative approach, through 6 focus groups, with the purpose of understanding the learning experiences of 144 education students of taking a multimedia workshop with game design principles.

Participants for this study were mainly female (132) full time educational students enrolled in the School of Pedagogy. The students selected for this study were enrolled in the multimedia workshops through three different semesters. Some of them have working experience as trainees.

The multimedia workshop was structures with a Gamification methodology, in order for students to learn how to use and implement multimedia tools in their professional practice. Through the semester, students make videos, podcasts, infographics, websites, and webinars, in addition to other activities; all of these under a philosophy of game regulation through the Classcraft platform. The professors used storytelling. Students worked in teams to complete different challenges, developing multimedia materials, and working on other activities. Depending on their results, each team gained experience points on Classcraft. Three game tools (Kahoot, Flip Quiz, and Cranium) were also implemented to support the methodology. At the end of the semester, points helped students to improve their grades.

Focus groups were used to collect data, ‘which— essentially— involves engaging a small number of people in an informal group discussion (or discussions), ‘focused’ around a particular topic or set of issues’ [24]. We conducted six focus groups; the first two, with 42 students, occurred in spring 2015; the other two, with 50 students, took place in spring 2016; the last two focus groups were held in winter 2016, with 52 students, for a total of 144 students. Through a semi-structured interview guide with specific and open-ended questions [25], participants were asked to describe their learning experiences of the multimedia workshop and their perceptions about the class.

We analyzed the data following the constant comparison method proposed by Glaser and Strauss [26–29]. First, we transcribed the information into text. Then, we read each transcript numerous times to identify units of data and to assign a code for each unit [30]. After that, we grouped the codes into categories, comparing and relating them to broader themes [31], resulting in a more conceptual overview which inductively explains the students’ opinions [32]. The product of this analysis shapes the results of the study. This section is in English and Spanish, with the double intention of respecting the participants’ statements and for readers to understand them.

4. RESULTS AND DISCUSSION

Participants shared ideas and opinions about their learning experiences taking the gamified multimedia workshop. From the analysis, four categories emerged. These are 1) Innovative experience, 2) Learning outcomes, 3) Obstacles, and 4) Recommendations. We will describe each one in this section by presenting some units of data found in the focus groups. 4.1.1 Motivation

The nature of Classcraft motivated the performance of students. They described their interest in acquiring higher qualifications. The workshop´s environment facilitated test and error, interaction, feedback, and practice.

I liked the course very much because it was different from the others. I learned a lot; I think it was a very dynamic class and very good, despite the schedule [7:00 AM]. However, I believe it was hard, though the resources worked for me. The aspect of having [fictional] characters was something that I had not lived, and I liked the experience. (Para mí fue una clase que me gustó mucho porque fue distinta a las demás. Aprendí mucho, se me hacia una clase muy dinámica y muy buena, a pesar de la hora de la clase. Sin embargo, se me hacía pesada, pero los recursos a mí me funcionaban muy bien. La parte de los personajes, era algo que no había vivido y me gustó la experiencia.) [1st focus group, spring 2015].

4.1 Innovative experience

This category refers to tracing new routes for students on how to take a multimedia workshop, specifically through the experience of using some game design principles such as the Classcraft platform and other tools, considering narrative and imagination. Many of the students liked the originality of this approach, which influenced to achieve motivation and participation.

I liked a lot the methodology, I enjoyed it, and I think it is time to innovate in classes. (A mí me gustó mucho la metodología, la disfruté y creo que es un momento de innovar en las clases.) [2nd focus group, spring 2016]. 4.1.2 Participation

The majority of students thought the game design elements were innovative. These encouraged them to be more engaged with the class.

I agree, all the materials we used are different from what we see in other courses. Another thing is that the environment was very relaxed and inviting. You did not realize the amount of content studied. (Estoy de acuerdo, todos los materiales que utilizamos son cosas muy diferentes a lo que vemos en otras clases. Otra cosa es que el ambiente de la clase era muy relajado y te gustaba colaborar, y no te dabas cuenta de todos los

contenidos que veíamos.) [2nd focus group, spring 2015].

4.2 Learning outcomes

This category means that many of the students related living the learning experience with practice and “learning by doing” in a friendly environment, using the game platform and the other tools as catalyzers. The practical approach permitted students to overcome difficulties and to see the applicability in real life of the multimedia tools.

What I liked the most was learning by doing things such as the podcast, the video, infographics; it was not a subject in which everything can be answered through a written exam, such as explaining the steps of how to create a Creative Commons license. That is to say, doing things was how I learned. (A mí lo que más me gustó fue aprender por medio de hacer las cosas como el podcast, el video, la infografía; no era una materia en la cual todo lo que se ve se puede hacer en un examen escrito y que contestes como los pasos para crear una licencia Creative Commons. O sea que haciendo las cosas fue como aprendí.) [1st focus group, winter 2016].

And yes, it was hard for me to think that I had to learn by doing, that I had to try many times and that probably it would not turn out well, but by trying many times, well, I was going to learn something with that. (Y sí, me costaba trabajo pensar que tenía que aprender haciendo, que a lo mejor lo tenía que intentar muchas veces y que a lo mejor no me iba a salir bien pero que intentarlo tantas veces pues, de eso iba a aprender algo.) [1st focus group, winter 2016]. I really liked designing the web quest. I liked how you cited the references and that we had to search for them. I think that was the activity in which I realized that all the past activities helped a lot for developing creativity because I believe that we all arrived at the beginning of the course with very limited ideas about how to make multimedia materials. Now, I understand that there are different ways and that the results can help us in our professional lives. (A mí me gustó mucho diseñar el web quest, me gustó que nos pusieras las fuentes y que nosotros tuviéramos que investigarlo y creo que fue la actividad en donde más cuenta me di que sí me había ayudado muchísimo todas las actividades pasadas como para ir desarrollando la creatividad, porque siento que todos llegamos al principio de la materia con ideas muy cerradas sobre cómo hacer materiales multimedia. Ahora entiendo que hay diferentes maneras y que los resultados nos pueden ayudar para nuestras vidas profesionales.) [2nd focus group, winter 2016].

The learning outcome category is also related to the development of argumentative skills as well as the use of different multimedia materials and how to apply them in different contexts.

In another class, we had an exercise to make infographics; the professor did not know quite well what they were. She told me that she created them differently, but I told her how to do it and that we had seen that infographics have little information. We knew how to argue after what we learned. (Nosotras tuvimos en otra clase un ejercicio para hacer una infografía, y la profesora no sabía muy bien que era. Me dijo que ella hacía las infografías diferente pero yo le dije cómo hacerla y que en el taller de multimedia habíamos visto que una infografía lleva poca informa-

ción. Es decir, supimos argumentar después de lo que habíamos aprendido.) [2nd focus group, spring 2015].

4.3 Obstacles

Some students mentioned technological and digital difficulties such as Internet connection, deficiency in the organization of teams and work team, and lack of knowing the mechanics of Classcraft.

The following students talk about technological barriers:

In the beginning, Internet was not functioning and that stressed me a lot, because we had to use the laptop for many things; then it worked. (Al principio, luego como el internet no agarraba y eso me estresaba mucho, porque teníamos que utilizar la computadora para muchas cosas y ya pues después ya.) [1st focus group, spring 2015].

The following students describe their difficulties with team practice:

Work team, teams were huge and sometimes it was complicated for coordination. (El trabajo en equipo, eran muy grandes los equipos y a veces era muy complicada la coordinación.) [2nd focus group, winter 2016].

Dividing work results tough, one ends up working more and others less. This creates problems among us. (O sea que dividir el trabajo resulta muy difícil, una acaba trabajando más y otras trabajando menos. Esto crea problemas entre nosotros.) [2nd focus group, winter 2016].

Finally, the students describe the difficulties they experienced in using the Classcraft platform: Now I remember how it was regarding this; I had a lot of work understanding how the powers worked. I never understood the game at first. Maybe at the beginning, I thought that I had to enter the game and play to have a good qualification. I did not understand until, apparently, we progressed while you explained. (Ya recordé como era respecto a esto, me costó mucho trabajo entender cómo es que servían los poderes, nunca al principio entendí el juego, yo creo que al principio pensé que tenía que meterme al juego y jugar para tener una buena calificación, o sea no entendía, hasta que obviamente conforme íbamos avanzando iban explicando. Hasta después del primer parcial ya entendí bien.) [1st focus group, spring 2016].

4.4 Recommendations

Many students commented the necessity of being guided through the Classcraft platform experience and the need of more support from the professor as an expert in multimedia creation. We relate this idea to the importance of giving feedback.

Exactly, that mediation exists between the game and us through the course. In other words, to have intervention in the class. (Exactamente, que exista una mediación entre el juego y nosotros a través de la clase, o sea, que en clase sí haya una mediación.) [2nd focus group, spring 2016].

Feedback on what you do. In other words, for example, the podcast, knowing the thing in what we could have improve; not so much for the grade but rather for knowing what we are missing. (Retroalimentación de lo que haces, ósea el podcast, por ejemplo, qué nos

falta mejorar, no tanto para que subamos la calificación sino para saber qué nos está faltando.) [1st focus group, spring 2015].

The students also recommended adapting Classcraft to a higher education context in the sense of adjusting its game design principles to the necessities of university students.

I think it would be more attractive to us if the story was thought for us. I am talking about university students. Because there are things in the game which I think are more for younger people. Maybe the activities could be more related to real cases happening in the world. (Pienso que sería más atractiva para nosotros si la historia estuviera pensada para nosotros. Me refiero a alumnos universitarios. Porque creo que el juego tiene algunas cosas que van más dirigidas a gente más joven. Podría ser que las actividades se relacionaran más con casos reales que ocurren actualmente en el mundo.) [2nd focus group, spring 2016].

5. CONCLUSIONS

Using Gamification may contribute to promoting students’ interest and commitment, if the game design principles allow learners to be more curious. Faculty may create original experiences for the students,

including practical activities capable of proving the applicability of multimedia tools into educational contexts, which in consequence might trigger learning.

Concerning the learning experiences for a multimedia workshop, there must be practical strategies, based on game thinking, so that students see how the theory works in practice. Faculty should also consider developing new and original ways of thinking for students, which can help them in understanding the meaning behind the multimedia theories and their usage through different tools such as podcasts and infographics. If students acquire these skills, they will be more able to sustain their positions regarding multimedia knowledge.

The intervention of the professor should also be active, to guide students to overcome team conflict and technological issues. In addition, students need to dominate game design principles, such as interaction rating elements. As an example, for the Classcraft platform, the professor should explain and clarify how the procedure of character selection works and how badges and points function throughout the course.

ACKNOWLEDGEMENTS

We would like to thank all the students who participated in this study. Their contributions are the most valuable aspect of this research. We also like to thank the School of Pedagogy at Universidad Panamericana for allowing faculty to implement innovative ways of teaching and for always trusting the practice of each professor.

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