The Effects of Gamification Instruction on the Roles of Perceived Ease of Learning, Enjoyment, and Useful Knowledge toward Learning Attitude

Abstract

This study has separated into two stages. In the first stage, we interview with nine students and discover three crucial elements, perceived ease of learning, enjoyment, and useful knowledge, which will affect students’ learning attitude. Then we develop a series of gamification curricula for those learners. In the second stage, we adopt gamification instruction in this semester and intend to verify the changes in learning attitude. To assess the effects of perceived ease of learning, enjoyment, and useful knowledge, toward learning attitude and the changes in learning attitude, an experimental design is employed in gamification curricula of a primary school in Taiwan. From the experimental results, we find out that perceived ease of learning, enjoyment, and useful knowledge all have positive effects on learning attitude. Besides, we have also verified the significantly positive effects of the gamification curricula in learning attitude in comparison with conventional curricula. Two contributions are in this study. First, perceived ease of learning, enjoyment, useful knowledge and two concepts of adopting mobile devices and competition strategy are the prerequisite elements while developing curricula. Second, students gain functional and behavioral competencies and utilize them into practical field.