Effects of Gamification on Active and Reflective Learners' Engagement and Cognitive Load

Abstract

The aim of this study was to investigate effects of gamification on active and reflective learners' engagement and cognitive load. It was also presented both of groups’ experiences in 10-week gamification process in comparison. Participants consisted of 70 undergraduate students (45 active, 25 reflective learners). According to results, both active and reflective learners were high rate behavioral, emotional, and cognitive engagements in gamification, and had low cognitive load. There was no any significant difference between groups' engagement and cognitive load. It was determined that the Challenge and Competition, Engagement in Group Tasks and In-Class Activities, Leaderboard, and Reward System were common themes regarding the pros and cons of gamification process. “Challenge and Competition” theme had the highest frequency totally in terms of pros of gamification process whereas “Engagement in Group Tasks and In-Class Activities” theme had the highest ones in terms of cons. Although it was available common themes related to pros and cons of gamification, it was determined similarities and differences in active and reflective learners' opinions on various codes in themes. Consequently, characteristic features affected reaction toward gamification elements and process.