Twelfth International Conference on e-Learning & Innovative Pedagogies

Abstract

The purpose of our research was to determine if spaced revision and gamification of coursework improved student outcomes as measured by A to E data. Based on the findings of Pashler and Wiseheart (2008) on spaced revision, we strategically placed short revision of key ideas, repetitively over a unit of work producing significant improvements (0.75 A to E marks average improvement per student per class vs 0.15 in controls). Implementation with all teachers (7 classes vs 3 control) the results were also significantly better (0.35 A to E marks average improvement per student per class vs 0.09 in controls). This work has implications for all subject areas, particularly the new senior areas with external exams. Our research on gamification had 3 classes gamified vs 6 following standard pedagogy. Based on game mechanics the focus was controlled progression, mastery and autonomy, continuous and instant feedback, positive reinforcement and reward. Students earned marks, never lost them. All coursework was completed in blackboard and was split into heroic quests which included short skills videos (emailed quiz results), practice quests, bronze/silver/gold achievement quests and epic team quests. Students earned experience points by completing quests and earned achievement points which could be spent in the item shop. The leaderboard was updated daily and achievements publicly announced. The students response was overwhelmingly positive. The average improvement per student per class in problem solving in gamified classes was 0.65 of a full A to E mark vs -0.2 in non gamified classes. Disengaged students were now engaged.