Increasing knowledge retention through gamified workshops: Findings from a longitudinal study and identification of moderating variables

Lisa Maria Putz, Horst Treiblmaier

Research output: Chapter in Book/Report/Conference proceedingsConference contributionpeer-review

2 Citations (Scopus)

Abstract

Apathetic and poorly motivated students require educators to redesign their educational measures in order to create inspiring learning environments. One such educational measure is gamification, a new tool for active learning to improve students' motivation, with the ultimate goal of increasing knowledge retention. In this paper we investigate the effects of gamification on short- and long-term knowledge gains. Moreover, the moderating effects of gender and school type are scrutinized. We conducted a longitudinal study with 384 students using three assessments at different times and compared the results from gamified and non-gamified workshops. Our findings indicate that gamification is an effective tool to increase students' knowledge retention in the short term, but not necessarily in the long term. There was no significant effect of gender, but we found some preliminary evidence that school type might have a moderating effect on knowledge retention.

Original languageEnglish
Title of host publicationProceedings of the 52nd Annual Hawaii International Conference on System Sciences, HICSS 2019
EditorsTung X. Bui
PublisherIEEE Computer Society
Pages1456-1465
Number of pages10
ISBN (Electronic)9780998133126
ISBN (Print)978-0-9981331-2-6
Publication statusPublished - 2019
Event52nd Annual Hawaii International Conference on System Sciences, HICSS 2019 - Maui, United States
Duration: 8 Jan 201911 Jan 2019

Publication series

NameProceedings of the Annual Hawaii International Conference on System Sciences
Volume2019-January
ISSN (Print)1530-1605

Conference

Conference52nd Annual Hawaii International Conference on System Sciences, HICSS 2019
Country/TerritoryUnited States
CityMaui
Period08.01.201911.01.2019

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