Table 1
Descriptions of the seven used game elements (Denden et al., 2021).
| GAME ELEMENT | DESCRIPTION | BENEFITS |
|---|---|---|
| Points | Numerical representation that shows players’ contributions. | They can motivate students by making them learn more in order to gain more points. |
| Leaderboard | A board that shows students’ rankings based on their scores. | It can positively affect their learning behaviours and outcomes, since it increases competition. |
| Badges | Virtual rewards for each achieved goal. | They can increase students’ motivation and engagement within the course. |
| Feedback | Private and personalized information about students’ performance. | It can positively affect their motivation to learn. |
| Progress bar | A bar which shows students’ progress toward a goal. | It can give students a sense of progression. |
| Levels | Moderate the level of difficulty based on students’ expertise. | They can make students more engaged. |
| Chat | Messages for both collaborating and socializing. | It can make students feel related to each other. |
Figure 1
Badge types used in the gamified course.
Figure 2
Course leaderboard.
Figure 3
A progress bar of a student within the gamified course.
Table 2
Demographic information of students.
| CHARACTERISTICS | SAMPLE | |
|---|---|---|
| COUNT | % | |
| Background | ||
| Computer science | 83 | 100 |
| Gender | ||
| Male | 27 | 32.53 |
| Female | 56 | 67.47 |
| Other | 0 | 0 |
| Age Group | ||
| 18–25 | 83 | 100 |
Table 3
Threshold used for calibration.
| VARIABLES | FULL NON-MEMBERSHIP | CROSS-OVER POINT | FULL MEMBERSHIP |
|---|---|---|---|
| Leaderboard | 1 | 1.84 | 4 |
| Badge | 1 | 1.87 | 4 |
| Points | 1 | 1.74 | 4 |
| Progress bar | 1 | 1.96 | 5 |
| Level | 1 | 1.72 | 4 |
| Feedback | 1 | 1.61 | 5 |
| Chat | 1 | 2.42 | 5 |
| Usefulness of gamification | 1 | 1.50 | 4 |
Table 4
Analysis of the necessary conditions for students’ perceived usefulness of gamification.
| CONDITION | CONSISTENCY | COVERAGE |
|---|---|---|
| Leaderboard | .84 | .69 |
| ~Leaderboard | –.56 | 1.00 |
| Badge | .88 | .71 |
| ~Badge | –.58 | 1.00 |
| Points | .83 | .72 |
| ~Points | –.49 | 1.00 |
| Progress bar | .89 | .68 |
| ~Progress bar | –.64 | 1.00 |
| Level | .84 | .74 |
| ~Level | –.48 | 1.00 |
| Feedback | .81 | .75 |
| ~Feedback | .44 | 1.00 |
| Chat | .28 | 1.00 |
| ~Chat | .37 | 1.00 |
Table 5
Analysis of the sufficient conditions for students’ perceived usefulness of gamification.
| CONFIGURATION | SOLUTION | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| Leaderboard | ⊗ | • | • | • | • | ⊗ | ⊗ | ⊗ | ⊗ | • |
| Badge | • | • | • | ⊗ | ⊗ | • | • | • | • | • |
| Points | ⊗ | • | • | • | • | ⊗ | ⊗ | ⊗ | • | ⊗ |
| Progress bar | • | • | ⊗ | ⊗ | ⊗ | • | • | ⊗ | • | • |
| Level | ⊗ | • | ⊗ | • | • | ⊗ | • | ⊗ | ⊗ | • |
| Feedback | • | ⊗ | • | • | ⊗ | • | ⊗ | • | • | ⊗ |
| Chat | • | ⊗ | • | • | ⊗ | ⊗ | • | ⊗ | ⊗ | ⊗ |
| Row coverage | .27 | .28 | .22 | .21 | .31 | .34 | .27 | .32 | .27 | .30 |
| Unique coverage | .00 | .01 | .00 | .00 | .04 | .00 | .03 | .02 | .00 | .01 |
| Consistency | .85 | .83 | .83 | .83 | .83 | .80 | .82 | .81 | .84 | .86 |
| Overall solution consistency | .76 | |||||||||
| Overall solution coverage | .64 | |||||||||
[i] Note: Black circles (•) indicate the presence of a condition, while circles with “X” (⊗) indicate its absence. Large circles denote core conditions, while small circles denote peripheral conditions.