engleski

The role of competition and reward regarding student motivation in the gamification process of different age groups

Nowadays, in the time of fast technology development, new and different methods and tools are used on students to improve their motivation in the education process, whether in a classical and traditional class or as a part of distance learning process. One of those methods is called gamification in education. In this paper, the results of gamification tool Kahoot are analyzed on different age groups – students from first and forth year on Zagreb School of Economics and Management (ZSEM), but also the participants of a professional company seminar as part of a Life-long Learning (LLL). The groups played from 5 to 9 Kahoots. Despite of the difference between age groups, the overall rating of satisfaction in using such a gamification method and tool as part of the educational process is significantly high. Also, most of the participants consider that gamification influences positively on their motivation regarding engagement and acquiring better final results. Intrinsic motivation is more present in older participants, while younger students in the end of the process do prefer a specific reward. The analysis is done by using parametric and nonparametric methods, but results in both cases show that there is a statistical difference in perception of the reward importance in gamification, depending on their age. Regarding the importance of competing in the gamification process, the correlation with the results of first year students is strong (r=0, 896), students on forth year also have a strong correlation (r=0, 706), while LLL group has a weak correlation in general (r=0, 115). However, all groups show that competition means more to students with better accomplished results.

gamification, education, student motivation, competition, reward

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