Game of thrones in class (Episode 2). Improving gamification reduces amotivation and increases service quality in class?
DOI:
https://doi.org/10.35564/jmbe.2021.0010Keywords:
gamification, amotivation, service quality perception, teaching qualityAbstract
The present research is based on the work of Pelegrín-Borondo et al. (2020) which analyzed the results of a gamification developed in order to reduce the degree of students’ amotivation in the subjects and to increase the service quality perception in teaching. Not satisfied with the results obtained, a new gamification is developed in the following year introducing some improvements obtained from the participating students’ feedback. This research gathers the results of the new gamification with the same subjects and teachers. Once again, the results are contrary to the expected and very similar to those obtained by Pelegrín-Borondo et al. (2020), which indicates that not all types of gamification diminish amotivation, nor does it increase the perception of quality in teaching. This research could be considered as exploratory and the problem may come from the design of the gamification itself. Thus, the present research gives advice to improve the design of a gamification and provides discussion on recent research about guidelines for planning an appropriate gamification given the work context.
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