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Year 5, BEd(ECE), Female: “I think I am more focused on the GTL because it is a group-based competition, I don’t want my groups at the bottom of the leaderboard! Also, we can earn lots of points from the bonus question, so me and my group mates always put much more effort on that question in order to get the chance to spin the wheel. I was concerned about the cumulative points that my group earned but I am not concerned about the badges. I think the time goes faster at the GTL.”
Year 4, BA(CAC) & BEd(MU), Male: “I was not very concerned about both the badges and points. But I think it is very good that Dr. Ho has put lots of effort into designing the course and preparing the GTL and game elements for us, it makes me appreciate and would like to put more effort on the course work of this course.”
Year 4, BEd (History), Female: "Although the MCQ answers of my group were not always correct, the scores on the leaderboard also motivate us to engage in the GTL. We care about the GTL session."
Year 4, BEd (SCI), Male: I like the lucky spinner! I think that element can make the lecture more interesting. My group always cares about how many points we can get from the lucky spinner. This element could keep the lecture atmosphere be exciting. Besides, I think the teaching style of the lecturer is also a factor affecting the gamification effect. The lecturer of this course can generate an exciting mood throughout the lecture. It does help students to engage.
Year 3, BEd (P), Female: I think the GTL session didn't have many effects on our group since we always answered the bonus question wrongly. We seldom get the chance to spin the lucky wheel. I remember we just have one chance to spin the wheel, but unluckily we just got the lowest point from the wheel! Only 1 point! So that our group always at the bottom of the leaderboard, we have low motivation to spin the wheel in the last few lectures. I and my groupmates felt a little bit frustrated with it.
Other Sharing:
"One of the positive aspects of the gamified assessment was the possibility of learning while taking the quiz"--Learning
"Students who are ranked lower on the leaderboard might lose motivation or give up on the quiz."
"Thanks to this, I had a good time and the points I scored motivated me. I can also say that another motivational factor was the rewards given during the assessment process."-- Motivation
"We got carried away when trying to move up through the levels, and we did not get bored." --Flow
"I dislike about the long duration of the assessment, and the arrangement of the quiz not being able to see all the questions."
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