Capitalizing the power of Gamification analytics to understand learner engagement in undergraduate Medicine

Nicolene Lottering, Sacha Kennedy, Joan Rohl, Helen Houghton, Suzanne Gough

Research output: Contribution to conferenceAbstractEducationpeer-review

Abstract

Many educators face the challenge of having low visibility of real-time learning and delayed insights of learner understanding and knowledge retention. Digital exposure of generation Z learners and effects of varied instructional modes during the COVID-19 pandemic has impacted learner engagement, preferences, and attitudes. Mobile gamification has the capacity to generate extensive real-time analytics to quantify changing learner behaviours and digital habits.

Summary Of Work: A mixed-methods evaluation of a gamification tool was undertaken to explore learner engagement and academic performance within two-years of an undergraduate medical program. Weekly formative assessment opportunities were deployed via a mobile app as a curriculum-adjunct, across
multiple science and clinical practice teaching streams. In-app trace measures allowed academics to explore user access patterns, cumulative point aggregates, and completion for each quiz. A novel four-stage engagement tool explored the relationship between massed-versus distributed-practices and academic achievement. Multiple data sources were triangulated (learner analytics, surveys, assessment data) to gain insights into behavioural engagement across year-long subjects in preparation for high-stakes summative examinations.

Summary Of Results: Learner enrollment in the gamification app increased each semester from 93.5% to 99%. User access patterns between two cohorts who received varying instructional modes during the pandemic, showed marked differences in onboarding, progress, mastery and time played. Varied engagement habits, preferences, and app utilization were identified between cohorts, whereas collective
academic performance increased across the three-trimesters. For individual learners, growth points and completion were significantly higher (p<0.05) in students who earned over 85% on exams. ‘Highly engaged’ learners scored 11% higher than ‘just-in-time’ learners, while students with no engagement fell below academic cut-scores.

Discussion And Conclusion: We provide valuable insights for the implementation of mobile-based gamification to allow educators to track real-time access patterns across multiple cohorts and provide unique insights to knowledge acquisition, accuracy, and retention. Triangulation of student perception data and quantitative analytics permits learner behaviour and digital habit exploration, as a measure of
student engagement, to inform personalized interventional strategies for undergraduate learners.

Take Home Messages: In-app trace measures provide educators with insightful data to quantify student engagement through real-time usage patterns, to gain a deeper understanding into digital learning behaviours and self-regulated tendencies of modern learners.
Original languageEnglish
Pages1053-1054
Number of pages2
Publication statusPublished - Aug 2023
EventAMEE - The International Association For Health Professions Education 2023: AMEE 2023 - SEC Conference Centre, Glasgow, United Kingdom
Duration: 26 Aug 202330 Aug 2024
https://amee.org/amee-2024/amee-2024-abstracts/

Conference

ConferenceAMEE - The International Association For Health Professions Education 2023
Country/TerritoryUnited Kingdom
CityGlasgow
Period26/08/2330/08/24
OtherWe are very pleased to announce that we will be returning to Glasgow, Scotland for our next annual conference! Taking place in the SEC Conference Centre on 26 - 30 August 2023, we look forward to once again bringing Healthcare Education Professionals from around the world to Scotland's largest city.
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