by Phu Vu, Sherry R. Crow, Scott Fredrickson; OJDLA
This study examined the impact of adding game elements on students’ performances in an online learning setting. Two intact online graduate level course sections were chosen for this study. Each course sections had 18 students. The results of the study showed that there were significant differences in the time students spent in their courses and the number of posts between the course section with the game elements (treatment group) and the course section with the traditional design. However, there was no significant difference in grades students achieved in the course section with the game elements and the course section with the traditional design. The study was concluded with discussions and suggestions for further studies.
http://www.westga.edu/~distance/ojdla/winter174/vu_crow_fredrickson174.html
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