Analysis of three methodological approaches in the use of gamification in vocational training

Abstract

A reduced interest and low motivation in learning amongst vocational students has become a challenge with many traditional strategies not capable of providing a solution to motivation and encouraging participation in learning. The use of elements of games in non-recreational environments (gamification) may be a possible solution, since research indicates an improvement in user experience and engagement, with possibilities of improved motivation and behavioral results. However not all studies obtain positive results, the success of gamification is influenced by the design, the sample, and the context. This study analyzes a gamification design with the most common elements in three methodological approaches (teacher-centered, student-centered, and mixed) in three different periods throughout a program of study with vocational training students. The results indicate that the mixed approach performed worse than the other two. Carrying out a greater number of tasks did not imply a better result in the subject marks, but rather paying more attention to each task influences the result positively. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.

Keywords

Author Keywords

Project-Based Learning Gamification Vocational training Higher education

Index Keywords

Personnel training Students motivation Vocational training User experience Methodological approach Gamification Mixed approach

Author Affiliations

Department of Computer Science, Universidad Rey Juan Carlos, Madrid, Madrid, Spain

School of Education, University of Galway, Galway, Connacht, Ireland

Funding & Acknowledgements

Grant: P2018/TCS-4307

Funding: This research was funded by in part by the Ministerio de Economía y Competitividad under Grant TIN2015-66731-C2-1-R, in part by the Rey Juan Carlos University under Grant 30VCPIGI15, in part by the Madrid Regional Government, through the project e-Madrid-CM, under Grant P2018/TCS-4307, and in part by the Structural Funds (FSE and FEDER).

Ministerio de Economía y Competitividad, MINECO

Grant: TIN2015-66731-C2-1-R

Funding: This research was funded by in part by the Ministerio de Economía y Competitividad under Grant TIN2015-66731-C2-1-R, in part by the Rey Juan Carlos University under Grant 30VCPIGI15, in part by the Madrid Regional Government, through the project e-Madrid-CM, under Grant P2018/TCS-4307, and in part by the Structural Funds (FSE and FEDER).

Universidad Rey Juan Carlos, URJC

Grant: 30VCPIGI15

Funding: This research was funded by in part by the Ministerio de Economía y Competitividad under Grant TIN2015-66731-C2-1-R, in part by the Rey Juan Carlos University under Grant 30VCPIGI15, in part by the Madrid Regional Government, through the project e-Madrid-CM, under Grant P2018/TCS-4307, and in part by the Structural Funds (FSE and FEDER).

European Regional Development Fund, ERDF

Funding: This research was funded by in part by the Ministerio de Economía y Competitividad under Grant TIN2015-66731-C2-1-R, in part by the Rey Juan Carlos University under Grant 30VCPIGI15, in part by the Madrid Regional Government, through the project e-Madrid-CM, under Grant P2018/TCS-4307, and in part by the Structural Funds (FSE and FEDER).

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Analysis of three methodological approaches in the use of gamification in vocational training

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