Abstract
Background: The fields of gamification and game-based learning are growing and changing quickly, with 6 researchers investigating the use of gamification in education using various methods and in numerous case studies, however, no research investigates the significance pre-perception of higher education students has in gamification, games-based learning, and serious games studies.
Objective: We perform a systematic mapping to identify the gaps in our understanding on the effects of pre-perception in gamification, focusing on the under-researched area of gamification and games-based learning applications for higher education.
Results: We present three main findings: (1) Current research on the effects of higher education’s students' pre-perception of gamification and games-based learning are limited. (2) The limited available research indicates perception towards gamification and games-based learning in participants may impact on the effectiveness of games-based solutions, but more research is required to better understand the relationship. (3) A significant body of new research work is required to examine how student perception can affect the effectiveness of gamification and games-based learning solutions in higher education.
Conclusion: Our understanding of the effect pre-perception may have on the results reported by research on gamification applications for higher education is limited. We encourage more, non-empirical research, to be conducted around pre-perception, and more research that considers gamification and games-based learning applications for higher education.
Objective: We perform a systematic mapping to identify the gaps in our understanding on the effects of pre-perception in gamification, focusing on the under-researched area of gamification and games-based learning applications for higher education.
Results: We present three main findings: (1) Current research on the effects of higher education’s students' pre-perception of gamification and games-based learning are limited. (2) The limited available research indicates perception towards gamification and games-based learning in participants may impact on the effectiveness of games-based solutions, but more research is required to better understand the relationship. (3) A significant body of new research work is required to examine how student perception can affect the effectiveness of gamification and games-based learning solutions in higher education.
Conclusion: Our understanding of the effect pre-perception may have on the results reported by research on gamification applications for higher education is limited. We encourage more, non-empirical research, to be conducted around pre-perception, and more research that considers gamification and games-based learning applications for higher education.
| Original language | English |
|---|---|
| Pages (from-to) | (In-Press) |
| Number of pages | 26 |
| Journal | Simulation and Gaming |
| Volume | (In-Press) |
| Early online date | 19 Aug 2024 |
| DOIs | |
| Publication status | E-pub ahead of print - 19 Aug 2024 |
Bibliographical note
© The Author(s) 2024.This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Keywords
- gamification
- game-based learning
- higher education
- student perception
- systematic mapping