Nothing Special   »   [go: up one dir, main page]

Skip to main content

Advertisement

Log in

Gamification to Enhance Motivation and Engagement in Blended eLearning for Technical and Vocational Education and Training

  • Original research
  • Published:
Technology, Knowledge and Learning Aims and scope Submit manuscript

Abstract

Delivery of blended-mode eLearning programs is challenging due to a range of factors, including motivational and engagement issues. This is more challenging in the context of Technical and Vocational Education and Training (TVET), which aims to develop competencies to empower learner to find gainful employment. This study proposes an operational model and gamification design to develop blended eLearning programs, which embed motivational and engagement designs as an effective means of achieving learner success in the TVET context. The motivational design uses a motivational framework with the factors of attention, relevance, confidence, and satisfaction. The engagement design includes behavioural, emotional, and cognitive aspects for enhancing learning. Accordingly, appropriate game dynamics, mechanics, and components are used to gamify a blended eLearning course. This gamification design and operational model could be used as a tool to gamify and deliver the competency-based educational programs, using the blended eLearning approach. The study proposes fifteen game dynamics, relevant mechanics, and appropriate game components. The design utilises structural and content gamification in a sample online course, deploying an open-source learning management system. Furthermore, the study suggests embedding game components at the implementation stage of providing learning opportunities, to motivate and engage learners, thereby achieving the acquisition of expected competencies. The gamified course will be delivered to a selected group of learners in the TVET context to assess the feasibility and viability of this approach in anticipation of the future work.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Adams, E., & Dormans, J. (2012). Game mechanics. Berkeley, CA: New Riders.

    Google Scholar 

  • Albertazzi, D., Ferreira, M. G. G., & Forcellini, F. A. (2018). A wide view on gamification. Technology, Knowledge and Learning, 24(2), 191–202.

    Google Scholar 

  • Allen, W. C. (2006). Overview and evolution of the ADDIE training system. Advances in Developing Human Resources, 8(4), 430–441. https://doi.org/10.1177/1523422306292942.

    Article  Google Scholar 

  • Amriani, A., Aji, A. F., Utomo, A. Y., & Junus, K. M. (2013). An empirical study of gamification impact on eLearning environment. In Proceedings of 2013 3rd international conference on computer science and network technology (pp. 265–269). IEEE.

  • Arbib, M. A. (1992). The cognitive structure of emotions: Andrew Ortony, Gerald L. Clore and Allan Collins.

  • Argüelles, A. (2000). Competency based education and training: A world perspective. Editorial Limusa.

  • Bartel, A., & Hagel, G. (2016, April). Gamifying the learning of design patterns in software engineering education. In 2016 IEEE Global Engineering Education Conference (EDUCON) (pp. 74–79). IEEE.

  • Bartel, A., Figas, P., & Hagel, G., (2015), Towards a competency-based education with gamification design elements. In Proceedings of the 2015 annual symposium on computer-human interaction in play (CHI PLAY '15) (pp. 457–462). ACM, New York, NY, USA.

  • Bateman, C., & Nacke, L. E. (2010). The neurobiology of play. In Proceedings of the international academic conference on the future of game design and technology (pp. 1–8). ACM.

  • Beaudoin, M., Kurtz, G., & Eden, S. (2009). Experiences and opinions of e-learners: What works, what are the challenges, and what competencies ensure successful online learning. Interdisciplinary Journal of ELearning and Learning Objects, 5(1), 275–289.

    Google Scholar 

  • Bedard, A. T. (2015). What candy crush saga teaches us about motivating employees. Performance Improvement, 54(4), 43–46.

    Google Scholar 

  • Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012). Critical success factors for eLearning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education, 58(2), 843–855.

    Google Scholar 

  • Bielawski, L., & Metcalf, D. S. (2003). Blended elearning: Integrating knowledge, performance, support, and online learning. Human Resource Development. ISBN 9780874257175

  • Blanchard, E., & Frasson, C. (2004) An autonomy-oriented system design for enhancement of learner’s motivation in ELearning. In: J. C. Lester, R. M. Vicari & F. Paraguaçu (Eds) Intelligent tutoring systems. ITS 2004. Lecture Notes in Computer Science, Vol. 3220. Springer, Berlin, Heidelberg

  • Bosch, C., Mentz, E., & Reitsma, G. M. (2019). Integrating cooperative learning into the combined blended learning design model: Implications for students' intrinsic motivation. International Journal of Mobile and Blended Learning (IJMBL), 11(1), 58–73.

    Google Scholar 

  • Brewer E. W., & Burgess D. N. (2005), Professor’s Role in Motivating Students to Attend Class, https://scholar.lib.vt.edu/ejournals/JITE/v42n3/brewer.html Accessed 24 August 2017

  • Browne, C. J. (2019). Assessing the engagement rates and satisfaction levels of various clinical health science student sub-groups using supplementary eLearning resources in an introductory anatomy and physiology unit. Health Education, 119(1), 2–17.

    Google Scholar 

  • Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1–32.

    Google Scholar 

  • Chaiprasurt, C., & Esichaikul, V. (2013). Enhancing motivation in online courses with mobile communication tool support: A comparative study. The International Review of Research in Open and Distributed Learning, 14(3), 377–401.

    Google Scholar 

  • Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 233–244.

    Google Scholar 

  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), The Minnesota symposia on child psychology, Vol. 23. Self-processes and development (pp. 43–77). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc.

  • da Rocha Seixas, L., Gomes, A. S., & de Melo Filho, I. J. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58, 48–63.

    Google Scholar 

  • Dale, S. (2014). Gamification: Making work fun, or making fun of work? Business information review, 31(2), 82–90.

    Google Scholar 

  • Deater-Deckard, K., Mallah, S. E., Changb, M., Evans, M. A., & Norton, A. (2014). Student behavioral engagement during mathematics educational video game instruction with 11–14-year olds. International Journal of Child-Computer Interaction, 2(2014), 101–108.

    Google Scholar 

  • de-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A., (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99–113.

  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9–15). ACM.

  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75–88.

    Google Scholar 

  • Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagé, S. C., & Martínez-HerráIz, J. J., (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392.

    Google Scholar 

  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117–142.

    Google Scholar 

  • Fırat, M., Kılınç, H., & Yüzer, T. V. (2017). Level of intrinsic motivation of distance education students in e-learning environments. Journal of Computer Assisted Learning, 34(1), 63–70.

    Google Scholar 

  • Fischhoff, B., & Beyth, R. (1975). I knew it would happen: Remembered probabilities of once—Future things. Organizational Behavior and Human Performance, 13(1), 1–16.

    Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.

    Google Scholar 

  • Garett, R., & Young, S. D. (2019). Health care gamification: A study of game mechanics and elements. Technology, Knowledge and Learning, 24(3), 341–353.

    Google Scholar 

  • Glover, I. (2013). Play as you learn: Gamification as a technique for motivating learners. In Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2013. AACE, Chesapeake, VA, 1999–2008. ISBN 9781939797032

  • Gonida, E. N., Kiosseoglou, G., & Voulala, K. (2007). Perceptions of parent goals and their contribution to student achievement goal orientation and engagement in the classroom: Grade-level differences across adolescence. European Journal of Psychology of Education, 22(1), 23.

    Google Scholar 

  • Graham, C. R. (2006). Blended eLearning systems: Definition, current trends and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended eLearning: Global perspectives, local designs (pp. 3–21). San Francisco: Pfeiffer.

    Google Scholar 

  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In System sciences (HICSS), 2014 47th Hawaii international conference (pp. 3025–3034). IEEE.

  • Hamzah, W., Haji Ali, N., Mohd Saman, M., Yusoff, M., & Yacob, A. (2015). Influence of gamification on students’ motivation in using ELearning applications based on the motivational design model. International Journal of Emerging Technologies in Learning (IJET), 10(2), 30–34. https://doi.org/10.3991/ijet.v10i2.4355.

    Article  Google Scholar 

  • Hay, D. B., Kehoe, C., Miquel, M. E., Kinchin, I. M., Hatzipanagos, S., Keevil, S. F., et al. (2008). Measuring eLearning quality. British Journal of Educational Technology, 39(6), 1037–1056.

    Google Scholar 

  • Hodges, C. B. (2004). Designing to motivate: Motivational techniques to incorporate in eLearning experiences. The Journal of Interactive Online Learning, 2(3), 1–7.

    Google Scholar 

  • Hu R., & Shang J. (2018) Application of gamification to blended learning in elementary math instructional design. In S. Cheung, L. Kwok, K. Kubota, L. K. Lee, & J. Tokito (Eds.), Blended learning. enhancing learning success. ICBL 2018. Lecture Notes in Computer Science, vol 10949.Cham: Springer.

  • Husen, T., & Postlethwaite, T. (Eds.). (1994). The international encyclopaedia of education (2nd ed., Vol. 7). Oxford: Permagon.

  • Ifenthaler, D., Bellin-Mularski, N., & Mah, D. K. (2016). Foundation of digital badges and micro-credentials. Cham: Springer.

    Google Scholar 

  • Iosup, A., & Epema, D. (2014). An experience report on using gamification in technical higher education. In Proceedings of the 45th ACM technical symposium on Computer science education (pp. 27–32). ACM.

  • Jayalath, J, (2010). Feasibility of using eLearning in capacity building of ICT trainers and delivery of technical, vocational education and training (TVET) courses in Sri Lanka, SEAVERN Journals, vol. 2.

  • Jayalath, J., & Esichaikul, V. (2016). Gamification-embedded eLearning courses for the learner success of competency based education: Case of Technical and Vocational Education and Training. Eighth Pan-Commonwealth Forum on Open Learning, 28 November 2016, Kuala Lumpur, Malaysia.

  • John, V. K., & Duangekanong, D. (2018). eLearning adoption and eLearning satisfaction of learners: A case study of Management Program in a University of Thailand.

  • Jovanovic, J., & Devedzic, V. (2014). Open badges: Novel means to motivate, scaffold and recognize learning. Technology, Knowledge and Learning, 20(1), 115–122.

    Google Scholar 

  • Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Hoboken: Wiley.

    Google Scholar 

  • Kapp, K. M. (2013). The gamification of learning and instruction fieldbook: Ideas into practice. Hoboken: Wiley.

    Google Scholar 

  • Kashdan, T. B., Rose, P., & Fincham, F. D. (2004). Curiosity and exploration: Facilitating positive subjective experiences and personal growth opportunities. Journal of personality assessment, 82(3), 291–305.

    Google Scholar 

  • Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10.

    Google Scholar 

  • Keller, J. M. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach (pp. 1–13). Santiago: VII Semanario.

    Google Scholar 

  • Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media

  • Keller, J., & Suzuki, K. (2004). Learner motivation and e-learning design: A multinationally validated process. Journal of Educational Media, 29(3), 229–239.

    Google Scholar 

  • Kendall, J. R., Mason, J. M., & Hunter, W. (1980). Which comprehension? Artifacts in the measurement of reading comprehension. The Journal of Educational Research, 73(4), 233–236.

    Google Scholar 

  • Kim, H., Lee, H. J., Cho, H., Kim, E., & Hwang, J. (2018). Replacing self-efficacy in physical activity: Unconscious intervention of the AR Game, Pokémon GO. Sustainability (2071-1050), 10(6).

  • Koivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179–188.

    Google Scholar 

  • Komiak, S. Y., & Benbasat, I. (2006). The effects of personalization and familiarity on trust and adoption of recommendation agents. MIS Quarterly, 941–960.

  • Kuh, G. D., Kinzie, J. L., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature (Vol. 8). Washington, DC: National Postsecondary Education Cooperative.

    Google Scholar 

  • Landers, R. N., Bauer, K. N., Callan, R. C., & Armstrong, M. B. (2015). Psychological theory and the gamification of learning. In T. Reiners & L. Wood (Eds.), Gamification in education and business. Cham: Springer.

    Google Scholar 

  • Landers, R. N., Bauer, K. N., & Callan, R. C. (2017). Gamification of task performance with leaderboards: A goal setting experiment. Computers in Human Behavior, 71, 508–515.

    Google Scholar 

  • Latchem, C. (2017). ICTs, blended eLearning and TVET transformation. Using ICTs and blended elearning in transforming TVET, UNESCO and Commonwealth of Learning.

  • Lee, H., & Doh, Y. Y. (2012). A study on the relationship between educational achievement and emotional engagement in a gameful interface for video lecture systems. In 2012 international symposium on ubiquitous virtual reality (ISUVR), (pp. 34–37). IEEE.

  • Lever, J. (1978). Sex differences in the complexity of children's play and games. American Sociological Review, 471–483.

  • Liao, C. W., Chen, C. H., & Shih, S. J. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education, 133, 43–55.

    Google Scholar 

  • Lint, A. H. (2013). ELearning student perceptions on scholarly persistence in the 21st century with social media in higher education. Creative Education, 4(11), 718.

    Google Scholar 

  • Lister, M. C. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2).

  • Lobel, A., Engels, R. C. M. E., Stone, L. L., et al. (2017). Journal of Youth Adolescence, 46, 884. https://doi.org/10.1007/s10964-017-0646-z.

    Article  Google Scholar 

  • Lowe, D. (2012). Perceptual organization and visual recognition (Vol. 5). Berlin: Springer.

    Google Scholar 

  • Lüscher, Z., & Dore, R. (2011) Persistence and dropout in the vocational education high school in Minas Gerais. Program of Vocational Education in Minas Gerais, Brazil.

  • Mah, D. K. (2016). Learning analytics and digital badges: Potential impact on student retention in higher education. Technology, Knowledge and Learning, 21(3), 285–305.

    Google Scholar 

  • Malone, T. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4), 333–369.

    Google Scholar 

  • Margueratt, D. (2007). Improving learners’ motivation through enhanced instructional design. Unpublished master’s thesis, Athabasca University, Canada.

  • Marope, P. T. M., Chakroun, B., & Holmes, K. P. (2015). Unleashing the potential: Transforming technical and vocational education and training. UNESCO Publishing.

  • McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York, NY: Penguin.

    Google Scholar 

  • McPherson M. A., Nunes M. B., (2008), Critical issues for eLearning delivery: What may seem obvious is not always put into practice. Journal of Computer Assisted Learning.

  • Mekler, E. D., Brühlmann, F., Opwis, K., & Tuch, A. N. (2013). Do points, levels and leaderboards harm intrinsic motivation? An empirical analysis of common gamification elements. In Proceedings of the first international conference on gameful design, research, and applications (pp. 66–73). ACM.

  • Milman, N. B. (2016). What is engagement? Distance Learning-Issue, 13(3), 61.

    Google Scholar 

  • Muntean, C. I. (2011). Raising engagement in eLearning through gamification. In Proceedings of the 6th international conference on virtual learning (pp. 323–329).

  • Nduna, N. J. (2017). Promoting effective Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) practices in the TVET sector through research. Vocational Education and Training in Sub-Saharan Africa, 282.

  • Petch, J., Calverley, G., Dexter, H., & Cappelli, T. (2007, February). Piloting a process maturity model as an eLearning benchmarking method. In Proceedings of the 5th European conference on elearning: ECEL (p. 273). Academic Conferences Limited.

  • Poulsen, A., Lam, K., Cisneros, S., & Trust, T. (2008). Review of ARCS model of motivational design. EDTEC 544

  • Prensky, M. (2001). Fun, play and games: What makes games engaging. Digital Game-Based Learning, 5(1), 5–31.

    Google Scholar 

  • Raftopoulos, M. (2014). Towards gamification transparency: A conceptual framework for the development of responsible gamified enterprise systems. Journal of Gaming & Virtual Worlds, 6(2), 159–178.

    Google Scholar 

  • Raihan, M. A., & Lock, H. S. (2012). Designing interactive and collaborative eLearning environments for TVET. Journal of Educational Research, 26(2), 177–201.

    Google Scholar 

  • Robertson, J., & Howells, C. (2008). Computer game design: Opportunities for successful learning. Computers & Education, 50(2), 559–578.

    Google Scholar 

  • Robson, K., Plangger, K., Kietzmann, J. H., McCarthy, I., & Pitt, L. (2015). Is it all a game? Understanding the principles of gamification. Business Horizons, 58(4), 411–420.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester.

    Google Scholar 

  • Şahin, M. (2010). Blended eLearning in vocational education: An experimental study. International Journal of Vocational and Technical Education, 2(6), 95–101.

    Google Scholar 

  • Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2017). Fostering development of work competencies and motivation via gamification. In Competence-based vocational and professional education (pp. 795–818). Berlin: Springer.

  • Salen, K., & Zimmerman, E. (Eds.). (2005). The game design reader: A rules of play anthology (p. 80). Cambridge: MIT Press.

  • Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of human-computer studies, 74, 14–31.

    Google Scholar 

  • Shareef, S. G., Ascet, G., & Rajendra, I. C. (2013) Classifying learners based on questionnaire style using Bloom’s taxonomy. International Journal of Advanced Engineering and Global Technology, 1(3).

  • Shin, N. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education, 24(1), 69–86.

    Google Scholar 

  • Sicart, M. (2008). Defining game mechanics. Game Studies, 8(2), 1–14.

    Google Scholar 

  • Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345–353.

    Google Scholar 

  • Small, R. V. (1999). Motivation in instructional design. Educational Media and Technology Yearbook, 89–92.

  • Sorden, S. D., & Munene, I. I. (2013). Constructs related to community college student satisfaction in blended learning. Journal of Information Technology Education: Research, 12, 251–270.

    Google Scholar 

  • Stott, A., & Neustaedter, C. (2013). Analysis of gamification in education (p. 8). BC, Canada: Surrey.

    Google Scholar 

  • Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful eLearning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & education, 50(4), 1183–1202.

    Google Scholar 

  • Surendeleg, G., Murwa, V., Yun, H. K., & Kim, Y. S. (2014). The role of gamification in education-a literature review. Contemporary Engineering Sciences, 7(29), 1609–1616.

    Google Scholar 

  • Svahnberg, M., Van Gurp, J., & Bosch, J. (2005). A taxonomy of variability realization techniques. Software: Practice and Experience, 35(8), 705–754.

    Google Scholar 

  • Terzis, V., Moridis, C. N., & Economides, A. A. (2012). The effect of emotional feedback on behavioral intention to use computer based assessment. Computers & Education, 59(2), 710–721.

    Google Scholar 

  • Thurston, T. N. (2018). Design case: Implementing gamification with ARCS to engage digital natives. Journal on Empowering Teaching Excellence, 2(1), 5.

    Google Scholar 

  • Tiger, L. (2017). The pursuit of pleasure. Routledge.

  • UNESCO. (2015). UNESCO General Conference, 38th Session, Paris, 2015, Proposal for the Revised Recommendation Concerning Technical and Vocational Education, 37 C/Resolution 17.

  • Uppal, M. A., Ali, S., & Gulliver, S. R. (2018). Factors determining e-learning service quality. British Journal of Educational Technology, 49(3), 412–426.

    Google Scholar 

  • Van Eck, R. (Ed.). (2010). Gaming and cognition: Theories and practice from the learning sciences. IGI Global.

  • Vu, P., Cao, V., Vu, L., & Cepero, J. (2014). Factors driving learner success in online professional development. The International Review of Research in Open and Distributed Learning.

  • Werbach, K., & Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press.

  • Winters, D., & Latham, G. P. (1996). The effect of learning versus outcome goals on a simple versus a complex task. Group & Organization Management, 21(2), 236–250.

    Google Scholar 

  • Witmer, B. G., & Singer, M. J. (1998). Measuring presence in virtual environments: A presence questionnaire. Presence, 7(3), 225–240.

    Google Scholar 

  • Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended eLearning system environment. Computers & Education, 55(1), 155–164.

    Google Scholar 

  • Wu, W., Martin, B. C., & Ni, C. (2017). A systematic review of competency-based education effort in the health professions: Seeking order out of chaos. Handbook on research on competency-based education in university settings, 352–378.

  • Yasak, Z., & Alias, M. (2015). ICT integrations in TVET: Is it up to expectations? Procedia-Social and Behavioral Sciences, 204, 88–97.

    Google Scholar 

  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media, Inc..

  • Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30(4), 397–417.

    Google Scholar 

Download references

Acknowledgements

This work is part of a research study supported by the Scholarship Donor: Skills Sector Development Programme (SSDP), Ministry of Skills Development and Vocational Training, Sri Lanka.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Janaka Jayalath.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Jayalath, J., Esichaikul, V. Gamification to Enhance Motivation and Engagement in Blended eLearning for Technical and Vocational Education and Training. Tech Know Learn 27, 91–118 (2022). https://doi.org/10.1007/s10758-020-09466-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10758-020-09466-2

Keywords

Navigation