Article

Ghai, A., & Tandon, U. (2022b). Integrating gamification and instructional design to enhance usability of online learning. Education and Information Technologies, 28(2), 2187–2206. https://doi.org/10.1007/s10639-022-11202-5

Authors

Akanksha Ghai Chitkara University · Chitkara Design School

• Doctor of Philosoph
• Assistant Professor

Urvashi Tandon

• Chitkara University
• Thapar University

Article: Summary and Review

Summary

eLearning, facilitated by modern technology, is among students’ most well-known learning environments.  A common issue among teachers when developing study materials is insufficient student involvement across eLearning systems.  It is still quite common for learners to feel lost or bored during their learning process when they use advanced educational technologies.  The primary goal of gamification in education is to further engage students through a game in which a scoreboard, leaderboard, and change feedback create a gamified atmosphere in a non-gaming context.  Gamification in e-learning refers to processes and activities in a non-game setting to address educational issues by employing gamified design principles and elements.  This results in increased ease of use, user engagement, knowledge retention, learning, usability, and an impact on system evaluation and usefulness.  The student is more driven by game components such as progress charts and various levels compared to the initial appearance and feeling of learning content independently.  The fundamental desire for collecting, coupled with a willingness to keep students interested, is met by the complexity of components like badges, points, and coins.  The accumulation of points in the scoreboards can enhance a student’s sense of competitiveness.  It will drive them to perform better than their classmates and increase their engagement and competition.  An efficient adaptation to user needs is achieved by the personalization of eLearning, leading to a higher level of satisfaction. In the future, eLearning will become more customizable as it gains momentum.

Research Method

In this study, two current theories of consumer behavior are used to understand these concepts.  The first theory used to conceptualize Instructional design is Mayer’s Theory, while the second theory, the Self-determination theory, is used to conceptualize gamification.  Mayer’s theory describes a concept of multiple representations, suggesting that the simultaneous use of audio and image can improve elearning.  It enables more effective information storage and processing throughout the learning process by means of multiple mediums rather than a single medium.  This theory emphasizes that people only have a certain amount of information to grasp at any given period and that mental representations are actively generated to make sense of the incoming data.  The theory of Self-determination (SDT), which encompasses the concepts of extrinsic and intrinsic drive, is one of today’s most influential motivation theories.  The term “extrinsic motivation” may describe our actions because it leads to specific results. In contrast, “intrinsically motivated” refers to something exciting or amusing.  A mixed method approach has been used to obtain an appropriate sample size and minimize the bias due to the use of one methodology for studies.  Both convenience and snowball sampling techniques have been used as nonprobability sampling techniques.  The study has been carried out among scholars undertaking various graduate studies.  In northern India, postgraduate courses are offered in various institutions and universities.  Five State public and private Universities were taken as samples that switched to online learning and teaching thanks to COVID-19.

Data Collected & Analyzed

An online link was created to address usability, gamification, and instructional design issues.  The link was circulated through the university websites and among faculty groups in selected universities.  A Google link was created, and a filter question was added to ask whether respondents have used gamification content for online learning.  The link ended for respondents who answered ‘No’.  413 responses have been submitted. After the review, several irrelevant and odd responses were deleted, with 382 replies remaining to be analyzed.  The one factor test of Harman was applied to eliminate common method bias.  With Varimax rotation, an exploratory factor analysis (EFA) was performed.  According to the results, the variance was explained by a factor with a value of 31.46% below the recommended 50%, and this suggests that common methods are not biased.  Out of 382 respondents 51.8% were males and remaining 48.16% were females. Of all the respondents, 38.49% were doctorates followed by 33.77% postgraduates, and 27.74% graduates.  The age ranged from 25 to 30 with 20.95%, 31–40 with 64.92% and above 40 with 14.13%. 25.09% of the academicians were delivering e-learning modules from the last two years while 47.48% had online teaching load of 11–15 h (Ghai & Tandon, 2022c).  A two-step approach to investigation was followed during the Data Analysis process.  Confirmatory Factor Analysis (CFA) was performed to assess the reliability and validity of scale items, followed by Structural Equation Modelling (SEM) to test the hypotheses framed empirically. The SEM method was chosen because it contains several standard methodologies in one software package, such as correlation, multi-regression, and factor analysis.  The primary objective of eLearning is to increase interaction between teachers and students, rapid feedback, and complete tasks within a short period of time, which can be accomplished with the help of appropriate use of gamification elements that increase its usability.  Obtaining reward points fosters competitive spirit and improves engagement.  The study has made an important contribution to demonstrating the mediating effect of instructional design on gamification and usability in eLearning.  The instructional design mediates the relationship, which indicates its significance to eLearning.  Therefore, these findings increase the contribution of Mayer’s theory to understanding instructional design and usability in eLearning.  The emergence of a significant and positive impact on usability validates SDT theory, and gamification is considered an extrinsic motivator in eLearning.  It also shows that SDT helps improve the gamification and eLearning domain by applying concepts, which makes complicated phenomena more straightforward to understand and helps improve learner control and motivation for studying various subjects.

Findings

This research examines the complex linkages between gamification, instructional design, and usability of e-learning with educational institutions.  This research makes a good effort to gather information to understand the role of learning design, which validates Mayer’s and Self-determination theories.  Including game elements, such as gaming fiction, reinforces learner interactions that improve academic performance. Other gamification aspects were added to the mix, such as game characteristics, motivation, and play mechanics.  This conclusion is supported by previous studies that have emphasized the significance of these aspects in promoting education as it involves both online and offline learning.  Therefore, it is necessary to include elements from gamification to make content thought-provoking and exciting. The results also point to a clear and significant correlation of gamification with the usability of eLearning.  The Technological Acceptance Model (TAM) is a widely recognized theoretical framework influencing an individual’s interest in using new technology.  It has two main factors: perception of ease of application and perceived usefulness. The diagram below demonstrates the thinking process of an individual deciding to use technology.  This is an essential factor to consider with gamification, instructional design, and usability of eLearning. (Wang, 2014)  This is the TAM model for gamification, instructional design, and eLearning. (Ghai & Tandon, 2022c)

Critique and Limitations

Identify any limitations or weaknesses in the study and offer constructive criticisms.  There are certain limitations in the study that could have been taken into consideration as an option for further research. Adding visual designs and gamification elements could extend the model.  Students and graphic artists may be considered in future studies, given the data collected from the academic perspective only.  To improve the generalizability of this model, it can also be applied to larger samples and in other developing countries.  As moderators, it would have been good to validate demographic variables. I n future experiments to demonstrate the applicability of these models, additional dependence variables such as satisfaction and behavioral intentions may also be included.

Impact and Reflections for the Field

Consider practical applications and relevance to the field in different educational settings, for example K-12, higher education, corporate. Important aspects of education and training have greatly impacted how people’s learning is carried out, such as gamification, instructional designs, or eLearning.  Gamification uses game elements like points, badges, and rewards to motivate and engage learners. It has a significant impact on education and training.  Gamification has the potential to improve learning enjoyment and engagement, as well as motivation.  The process of making, developing, and delivering learning experiences is known as instructional design.  It focuses on learning needs, objectives, and effective teaching methods.  Proper instructional design is essential for creating effective eLearning materials.  Well-designed courses consider diverse learners’ needs, including active learning strategies, and use technology to deliver effectively.  Improved student performance, increased retention, and a more relevant experience are the result of good instructional design.  The use of digital technology for training and educational content is called eLearning. eLearning has been a significant factor, particularly over the past few years.  It allows for flexibility in terms of when and where people can learn.  eLearning has become the mainstream way to acquire new skills and knowledge, thanks to increasing online courses, webinars, and virtual classrooms.  For distance learning, and in particular, for self-paced learning, it is especially valuable. Gamification, instructional design, and eLearning have all contributed significantly to education and training.  They can create a powerful and engaging learning experience if properly integrated.  To meet the needs of learners and objectives in training, it is essential that these concepts are thoughtfully applied.  These three elements are likely to play a more significant role in shaping the future of education and training as technology advances.

Implications for Practice

This study focuses on improving the learning environment for eLearning students to enhance their knowledge retention.  Because gamification can give instant feedback, college and university educators should be trained to formulate content to increase learner engagement, recall, and retention.  Gamification of eLearning stimulates, motivates, challenges, and empowers students to achieve higher objectives willingly.  The findings from this study shed light on the idea of gamified learning and how it is an essential instrument for enabling motivation, engagement, and user experience.  User experience in education and information technologies and impact on instructional design.

Recommendations for Future Research

Gamification in education and corporate training continues to evolve, driven by technological advancements and a growing recognition of effectiveness. Gamification will become more personalized, customize content, and challenge each learner’s needs and preferences.  To assess learners’ progress and adapt game elements accordingly, artificial intelligence and data analysis will play an essential role.  It will be possible to integrate Virtual Reality (VR) and augmented reality (AR) into the gamification of learning experiences, creating more realistic and interactive simulations in education and company training.  Short, bite-sized gamified content will become increasingly popular, allowing learners to access information and training modules in a convenient and easily digestible manner.  Gamification will consider social factors and encourage learner collaboration and competition to improve the interactivity and enjoyment of learning.  To assist teachers and trainers in developing effective gamification strategies, data analysis would be extended so that more comprehensive information on learning outcomes could be obtained.  Gamification platforms will make it easy for educational institutions and organizations to use and manage interactive learning experiences easily by integrating them with the current Learning Management System.  Gamification will continue to evolve in education and corporate training, offering more effective learning experiences adapted to the changing needs of learners and workforce demands.