Work - Integrated Learning Gamification Design Framework
Issued Date
2023-01-01
Resource Type
Scopus ID
2-s2.0-85163302968
Journal Title
8th International Conference on Digital Arts, Media and Technology and 6th ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering, ECTI DAMT and NCON 2023
Start Page
126
End Page
130
Rights Holder(s)
SCOPUS
Bibliographic Citation
8th International Conference on Digital Arts, Media and Technology and 6th ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering, ECTI DAMT and NCON 2023 (2023) , 126-130
Suggested Citation
Suteeca R., Nitlarp T. Work - Integrated Learning Gamification Design Framework. 8th International Conference on Digital Arts, Media and Technology and 6th ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering, ECTI DAMT and NCON 2023 (2023) , 126-130. 130. doi:10.1109/ECTIDAMTNCON57770.2023.10139455 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/87859
Title
Work - Integrated Learning Gamification Design Framework
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
Gamification as an instructional method is gaining popularity to foster essential student attributes such as engagement, collaboration, and drive. This research aims to investigate the effectiveness of using gamification as an instructional method in work-integrated learning (WIL) within an organizational context. We designed a gamification approach tailored to develop competencies and motivations in WIL, and we collected data from fourth-year students of Modern Management and Information Technology who participated in cooperative education for at least six months. The collected data was analyzed using a structural equation model to identify relevant factors and provide insights into the use of gamification in WIL. Our study identified seven categories of motivation for using gamification, including goal setting, self-monitoring, rewards, sharing, social comparison, cooperation, and social learning. The findings demonstrate that gamification can be an effective instructional method in WIL for promoting engagement, collaboration, and drive among learners. The results have important implications for future research and practice in this area.