Modelling gamified e-learning experiences with user profiles

MIŠKOV, Jan. Modelling gamified e-learning experiences with user profiles. Online. In Luis Gómez Chova, Chelo González Martínez, Joanna Lees. EDULEARN23 Proceedings. Palma, Spain: IATED, 2023, p. 7131-7140. ISBN 978-84-09-52151-7. Available from: https://dx.doi.org/10.21125/edulearn.2023.1867.

Basic information

• Original name: Modelling gamified e-learning experiences with user profiles
• Authors: MIŠKOV, Jan (203 Czech Republic, guarantor, belonging to the institution).
• Edition: Palma, Spain, EDULEARN23 Proceedings, p. 7131-7140, 10 pp. 2023.
• Publisher: IATED

Other information

• Original language: English
• Type of outcome: Proceedings paper
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: Spain
• Confidentiality degree: is not subject to a state or trade secret
• Publication form: electronic version available online
• WWW: online sborník
• RIV identification code: RIV/00216224:14410/23:00131309
• Organization unit: Faculty of Education
• ISBN: 978-84-09-52151-7
• ISSN: 2340-1117
• Doi: http://dx.doi.org/10.21125/edulearn.2023.1867
• Keywords in English: gamification; learning management systems; e-learning; user experience; motivation
• Tags: International impact, Reviewed

Abstract

E-learning is an up-to-date and effective technological aid for distance learning at universities. Research into the motivational potential of gamification of the online learning environment allows us to get a clearer idea of the attitudes and experiences of university students in selected courses with e-learning support. In this paper I examine how digital games can enter teaching and learning at university. The focus is to find out what potential students see in the application of game principles in e-learning, and thus recognize the possibilities and limits of their implementation. The main research question is how the differences in age, gender, frequency of gaming, perceived difficulty of the course and satisfaction with online learning environment among students affect the perception of gamification and game elements in e-learning. Based on the findings, I recommend to teachers and developers of online learning environments how they could improve their design in accordance with the needs and preferences of students.