The purpose of this study is to assess the impact of gamification and gamification elements on students’ motivation during an online course during the COVID-19 pandemic.
Using the case study framework, the authors experimented with two observation groups (with gamification) and one control group (without gamification). Each group comprised 45 students from the School of Engineering at a public university in Mexico.
Gamification elements such as awards, rewards, badges, levels and leaderboards produce extrinsic motivation in engineering students. This motivation helps to modify students' behavior, positively impacting knowledge gain and the learning process.
This research was conducted on thermal treatment (seven days), which is part of the Manufacturing Process syllabus course. Therefore, findings should not be generalized, and future research is needed.
There is a lack of research on conducting experiments using control and observation groups. This investigation used one control group (without gamification) and two observation groups (with gamification). The authors used qualitative analysis from five data collection instruments to support their findings.
