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Gamification Assessment Questionnaire

(Deif, 2017) 18 items; 9-point scale--Motivation Processing (Attention, Re;evance, Satisfaction, Feedback, Understanding, Enjoyment, Confidence), Cognitive Processing, Social Processing

*Only included in Time 2 Questionnaire*

Sample Questions from Time 2 Questionnaire

[Intervention] Attention: (item 3). The quality of the gamification of teaching and learning activity in class helped hold my attention. (3.2. item 5)

[control] Attention: (item 3). The quality of the group-based teaching and learning activity in class helped hold my attention. (3.2. item 5)

[Intervention] Relevance: (item 12). It is clear to me how the content of the gamification of teaching and learning activity in class is related to things I already know. (3.2. item 6)

[control] Relevance: (item 12). It is clear to me how the content of the group-based teaching and learning activity in class is related to things I already know. (3.2. item 6)

[Intervention] Satisfaction: (item 20). It felt good to successfully complete each gamification of teaching and learning activity in class. (3.2. item 8)

[control] Satisfaction: (item 20). It felt good to successfully complete each group-based teaching and learning activity in class. (3.2. item 8)

[Intervention/Control] Attention_Feedback: (item 8). The feedback or comments after the exercises helped me feel rewarded for my effort. (3.2. item 9)

[Intervention] Confidence_Understanding: (item 19). I could not really understand quite a bit of the material in the gamification of teaching and learning in class. [Reverse item] (3.2. item 16)

[control] Confidence_Understanding: (item 19). I could not really understand quite a bit of the material in the group-based teaching and learning activity in class. [Reverse item] (3.2. item 16)

[Intervention] Attention_Enjoyment: (item 11). It was a pleasure to work on such a well-designed gamification of teaching and learning activity in class. (3.2. item 13)

[control] Attention_Enjoyment: (item 11). It was a pleasure to work on such a well-designed group-based teaching and learning activity in class. (3.2. item 13)

[Intervention] Confidence: (item 17). The gamification of teaching and learning activity in class is so abstract that it was hard to keep my attention on it. [Reverse item] (3.2. item 11)

[control] Confidence: (item 17). The group-based teaching and learning activity in class is so abstract that it was hard to keep my attention on it. [Reverse item] (3.2. item 11)

[Intervention/Control] Social Processing: (item 23). A spirit of teamwork and cooperation existed in my team. (3.2. item 4)

[Intervention] Social Processing_Competition: (item 24). The competition enhanced my engagement in the gamification of teaching and learning activity in class. (3.2. item 12)

[control] Social Processing_Competition: (item 24). The competition enhanced my engagement in the group-based teaching and learning activity in class. (3.2. item 12)

[Intervention] Cognitive Processing: (item 21). How much mental effort did you invest to learn the content from the gamification of teaching and learning activity in class? (3.2. item 17)

[Control] Cognitive Processing: (item 21). How much mental effort did you invest to learn the content from the group-based teaching and learning activity in class? (3.2. item 17)

[Intervention] Cognitive Processing: (item 22). How difficult was it for you to learn the content from the gamification of teaching and learning activity in class? (3.2. item 18)

[Control] Cognitive Processing: (item 22). How difficult was it for you to learn the content from the group-based teaching and learning activity in class? (3.2. item 18)

Reference

Deif, A. (2017). Insights on lean gamification for higher education. International Journal of Lean Six Signma.