A Model For Integration Of Gamification In Learning Management Systems For Students’ Motivational Learning Experience

Abstract

Motivation in eLearning mode for higher education matters since it improves the interaction and engagement of the students and consequently enhances the quality of their skills. Despite the huge financial support by the government of Kenya to facilitate learning processes in public universities, students feel demotivated when using Learning Management Systems (LMSs) and this could be attributed to limited concept development in the gamification of education. This study aimed to analyze the effect of integrating gamification mechanics in LMSs to develop a model for students’ motivational learning experience. In achieving this, the study was guided by four specific objectives explicitly: to analyze the existing models that apply to the integration of gamification in LMSs, to determine the constraints encountered in the integration of gamification in LMSs, to investigate the effect of integrating gamification elements in LMSs and to develop and validate a model for the integration of gamification in LMSs for students’ motivational learning experience. The study was anchored on Self-Determination theory and gamified learning theory and it followed pragmatism research philosophy. Besides, the study also adopted a deductive research approach and experimental research design. The target population was 162 respondents and a complete enumeration survey method of sampling for data collection was employed. Questionnaires integrated into LMS and MOODLE reporting logs were used for data collection. Data was analyzed using inferential statistics methods of regression and correlation as well as paired samples t-test and descriptive statistics methods of percentages, mean, and standard deviation. The results were presented in form of tables, graphs, charts, and statistical narratives. The study's results confirmed that most of the respondents agreed (M=3.87, SD=1.033) that the integration of gamification elements in LMS positively impacted students’ motivational learning experience. Further, the experimental overall results confirmed that there was a significant increase in course total activities score of the students on a non-gamified LMS from (M=30.26, SD=13.36) to gamified LMS (M=50.60, SD=21.53), t (80) = 10.45, p < .001, d = 1.14. In conclusion, the study established that the integration of gamification elements revealed a positive effect on students’ course activity scores and consequently their motivational learning experience and that there existed gamification constraints that any university cannot evade. This study was limited to badges, level-up, and custom certificates gamification mechanics, and their results on the performance of students’ activity scores may not be valid for other gamification elements. The study recommends that the university management offer capacity building to all eLearning lecturers on how to integrate gamification elements in their courses. Further, it recommends that the Directorate of eLearning develop a clear policy on how integration of gamification can be achieved in the university course curriculum. The findings of this research were used to develop and validate a model that higher education institutions could use to integrate gamification in LMSs to improve students’ motivational learning experience. Moreover, this study will considerably influence policy formulation on gamified eLearning management systems that will facilitate the attainment of the fourth sustainable development goal of quality education for students.