Designing a gamified e-learning environment for teaching undergraduate ERP course based on big five personality...

Area of Science:

• Educational Technology
• Human-Computer Interaction
• Psychology

Background:

• The COVID-19 pandemic accelerated the adoption of distance learning in universities.
• Student engagement in e-learning platforms remains a significant challenge for educators.
• Traditional classroom dynamics shifted to online environments, necessitating new pedagogical approaches.

Purpose of the Study:

• To present an applied gamification concept for e-learning systems.
• To improve the engagement of undergraduate students with diverse personalities in Enterprise Resource Planning (ERP) courses.
• To investigate the impact of gamification elements tailored to personality traits on student engagement and knowledge acquisition.

Main Methods:

• Developed a gamification design for an e-learning system, considering the pros and cons of various game elements.
• Implemented evaluations including knowledge assessment, web-based activity monitoring, and qualitative interviews.
• Focused on tailoring game elements to different student personality types within ERP courses.

Main Results:

• The selection of gamification elements based on personality traits significantly improved student engagement in the e-learning course.
• While knowledge acquisition was not directly enhanced, student participation and interaction increased.
• Qualitative data indicated a positive student experience with the gamified approach.

Conclusions:

• Gamification strategies can effectively boost student engagement in online learning environments.
• Personalized gamification, considering student personality traits, is a promising approach for e-learning design.
• Further research should explore the nuanced relationship between gamification, personality, and learning outcomes in higher education.