How Gamification Increases Learning Performance? Investigating the Role of Task Modularity

Ayoung Suh; Mengjun Li

doi:10.1007/978-3-030-50439-7_9

How Gamification Increases Learning Performance? Investigating the Role of Task Modularity

^*Corresponding author for this work

School of Creative Media

Research output: Chapters, Conference Papers, Creative and Literary Works › RGC 32 - Refereed conference paper (with host publication) › peer-review

4 Citations (Scopus)

Abstract

Generation Z is technologically aware, achievement focused, and keen on obtaining quick feedback and instant results from learning processes. Members of Generation Z absorb knowledge and information gathered from digital media and actively share their experiences and achievements with others through social media networks. This study explores how learning systems could be designed to enhance student performance considering the characteristics of Generation Z. It contributes to the gamification literature by (1) providing a nuanced understanding of the interplay among gamification affordances, task modularity, and learning performance, (2) developing a framework for a successful gamified learning system, and (3) generating design ideas for gamified learning applications that improve students’ learning performance.

Original language	English
Title of host publication	Augmented Cognition. Human Cognition and Behavior
Subtitle of host publication	14th International Conference, AC 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Proceedings
Editors	Dylan D. Schmorrow, Cali M. Fidopiastis
Publisher	Springer
Pages	129-146
Volume	Part II
ISBN (Electronic)	978-3-030-50439-7
ISBN (Print)	978-3-030-50438-0
DOIs	https://doi.org/10.1007/978-3-030-50439-7_9
Publication status	Published - Jul 2020
Event	14th International Conference on Augmented Cognition (AC 2020), held as part of the 22nd International Conference on Human-Computer Interaction (HCII 2020) - Virtual, Copenhagen, Denmark Duration: 19 Jul 2020 → 24 Jul 2020

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence)
Volume	12197
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	14th International Conference on Augmented Cognition (AC 2020), held as part of the 22nd International Conference on Human-Computer Interaction (HCII 2020)
Place	Denmark
City	Copenhagen
Period	19/07/20 → 24/07/20

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Research Keywords

Gamification
Gamification affordance
Learning performance
Task modularity

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10.1007/978-3-030-50439-7_9

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Suh, A., & Li, M. (2020). How Gamification Increases Learning Performance? Investigating the Role of Task Modularity. In D. D. Schmorrow, & C. M. Fidopiastis (Eds.), Augmented Cognition. Human Cognition and Behavior: 14th International Conference, AC 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Proceedings (Vol. Part II, pp. 129-146). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence); Vol. 12197). Springer . https://doi.org/10.1007/978-3-030-50439-7_9

Suh, Ayoung ; Li, Mengjun. / How Gamification Increases Learning Performance? Investigating the Role of Task Modularity. Augmented Cognition. Human Cognition and Behavior: 14th International Conference, AC 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Proceedings. editor / Dylan D. Schmorrow ; Cali M. Fidopiastis. Vol. Part II Springer , 2020. pp. 129-146 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence)).

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abstract = "Generation Z is technologically aware, achievement focused, and keen on obtaining quick feedback and instant results from learning processes. Members of Generation Z absorb knowledge and information gathered from digital media and actively share their experiences and achievements with others through social media networks. This study explores how learning systems could be designed to enhance student performance considering the characteristics of Generation Z. It contributes to the gamification literature by (1) providing a nuanced understanding of the interplay among gamification affordances, task modularity, and learning performance, (2) developing a framework for a successful gamified learning system, and (3) generating design ideas for gamified learning applications that improve students{\textquoteright} learning performance.",

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Suh, A & Li, M 2020, How Gamification Increases Learning Performance? Investigating the Role of Task Modularity. in DD Schmorrow & CM Fidopiastis (eds), Augmented Cognition. Human Cognition and Behavior: 14th International Conference, AC 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Proceedings. vol. Part II, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence), vol. 12197, Springer , pp. 129-146, 14th International Conference on Augmented Cognition (AC 2020), held as part of the 22nd International Conference on Human-Computer Interaction (HCII 2020), Copenhagen, Denmark, 19/07/20. https://doi.org/10.1007/978-3-030-50439-7_9

How Gamification Increases Learning Performance? Investigating the Role of Task Modularity. / Suh, Ayoung ; Li, Mengjun.
Augmented Cognition. Human Cognition and Behavior: 14th International Conference, AC 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Proceedings. ed. / Dylan D. Schmorrow; Cali M. Fidopiastis. Vol. Part II Springer , 2020. p. 129-146 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence); Vol. 12197).

Research output: Chapters, Conference Papers, Creative and Literary Works › RGC 32 - Refereed conference paper (with host publication) › peer-review

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ER -

Suh A , Li M. How Gamification Increases Learning Performance? Investigating the Role of Task Modularity. In Schmorrow DD, Fidopiastis CM, editors, Augmented Cognition. Human Cognition and Behavior: 14th International Conference, AC 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Proceedings. Vol. Part II. Springer . 2020. p. 129-146. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence)). Epub 2020 Jul 10. doi: 10.1007/978-3-030-50439-7_9

How Gamification Increases Learning Performance? Investigating the Role of Task Modularity

Abstract

Publication series

Conference

UN SDGs

Research Keywords

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