Abstract:

The proper use of gamification in the process of learning can intensify student’s individual skills, increase their commitment and influence their motivation in a positive way. The gamification of learning is based on using video games elements and activities (for example point, levels, badges) what is mainly applied in elementary schools, not in higher education. Certainly, it has got many reasons.

On one hand, gamification in higher education is rarely appearing in scientific literature, on the other hand, it is said among professors, teachers and even students, that gamification in higher education is not serious enough, it is too childish for adults. The aim of the survey is to map gamification’s spreading in higher education, how professors apply it, what is their opinion and what experiences they gained during usage, also to learn what do they consider its biggest disadvantage.

Our survey involved 110 doctoral students and 163 professors from 24 institutions. In this study, we wanted to know if there is a significant difference between the opinion about the disadvantage of the method and the responders' own experience. The participants marked the longer preparation time as the biggest disadvantage (average 4,23), but fewer of them thought that the longer preparation time is not commensurate with the effectiveness (average 3,23). In the course of our research, we showed by statistical calculations that the opinion of the lecturers and doctoral students about the disadvantages of gamification only depends on the experience gained during the application of the method (Sign. 0.02 <0.05). The other negative opinions (few publications, longer preparation time and complicated administration) are not significant to the experiences gained during the gamified education. In a positive aspect, it indicates that colleagues and doctoral students don’t consider the longer preparation time, the administrative side of gamification lessons as a disadvantage even if they don’t have enough experience. They don’t think that the invested energies, their efforts are not refunded, or the attention of students is deflecting. In addition, our survey indicated that the more experience the responders have, the less they think the examined factors are disadvantages.

This means, the more frequently they use this method, the conceive of gamification will be more positive.

Keywords:

Innovative teaching method, gamification, higher education, motivation.