Gamification: Teacher Proactive Support and Student Engagement During Covid-19 and Beyond

Rajesh J. Irudhaya, Vipul Pare, Sharif Rasel, Frank Nyamrunda, Verma Prikshat, Adela McMurray

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

The value of gamification as a creative learning approach is well supported in the higher education literature. However, gamification studies addressing game build designs, learning tactics, and student engagement have not instilled confidence and readiness in teachers to implement gamification in their curriculum. Therefore, this study aims to investigate teachers’ proactive support of gamification implementation and student engagement in their tertiary education syllabus. Employing self-determination theory, this study tests whether proactive teacher support of gamification implementation influences student engagement in challenging times like COVID-19 via student psychological needs satisfaction. Drawing on data from 119 Australian university students, the partial mediation results indicate that students’ perception of teachers’ proactive support in gamified activities influenced students’ psychological needs, satisfaction of autonomy, competence, and relatedness, thus leading to student engagement. The findings inform the benefits of student engagement and should enhance teacher confidence to include gamification in their curriculum designs.
Original languageEnglish
Title of host publicationInnovation, Leadership and Governance in Higher Education
Subtitle of host publicationPerspectives on the Covid-19 Recovery Strategies
EditorsParves Sultan
Place of PublicationSingapore
PublisherSpringer
Chapter5
Pages85-100
Number of pages16
ISBN (Electronic)9789811972997
ISBN (Print)9789811972980
DOIs
Publication statusPublished - 2023

Keywords

  • Gamification
  • Teacher support
  • Semidigital approach
  • Student engagement
  • Self-determination theory
  • COVID-19

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