Gamification for higher education applications: A social learning theory approach

Abstract

This study investigates the impact and potential of game-based learning (GBL) in higher education, specifically focusing on its implementation within the Hong Kong higher education system. It employs a mixed-methods research approach to explore GBL's efficacy and student experiences, drawing on social learning theory to interpret the findings. Key objectives include establishing the educational effects of immersive competitive GBL at the university level in Hong Kong, exploring student experiences of online and game-based learning, and interpreting these experiences within social learning theory. The research aims to inform decisions regarding digital technologies and GBL in education by providing evidence of their effects on student motivation, engagement, and learning outcomes. The study also compares GBL with traditional classroom-based learning and reviews student reception of gamification and digital learning initiatives implemented during the pandemic. By providing concrete evidence and insights into the effects and potential of GBL, the research aims to inform and guide academics, policymakers, and educators in their decisions regarding integrating such methodologies into educational programs.