Gamification to Enhance Motivation and Engagement in Blended eLearning for Technical and Vocational Education and Traini
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Gamification to Enhance Motivation and Engagement in Blended eLearning for Technical and Vocational Education and Training Janaka Jayalath1 · Vatcharaporn Esichaikul1
© Springer Nature B.V. 2020
Abstract Delivery of blended-mode eLearning programs is challenging due to a range of factors, including motivational and engagement issues. This is more challenging in the context of Technical and Vocational Education and Training (TVET), which aims to develop competencies to empower learner to find gainful employment. This study proposes an operational model and gamification design to develop blended eLearning programs, which embed motivational and engagement designs as an effective means of achieving learner success in the TVET context. The motivational design uses a motivational framework with the factors of attention, relevance, confidence, and satisfaction. The engagement design includes behavioural, emotional, and cognitive aspects for enhancing learning. Accordingly, appropriate game dynamics, mechanics, and components are used to gamify a blended eLearning course. This gamification design and operational model could be used as a tool to gamify and deliver the competency-based educational programs, using the blended eLearning approach. The study proposes fifteen game dynamics, relevant mechanics, and appropriate game components. The design utilises structural and content gamification in a sample online course, deploying an open-source learning management system. Furthermore, the study suggests embedding game components at the implementation stage of providing learning opportunities, to motivate and engage learners, thereby achieving the acquisition of expected competencies. The gamified course will be delivered to a selected group of learners in the TVET context to assess the feasibility and viability of this approach in anticipation of the future work. Keywords Gamification in education and training · Blended eLearning · Motivation · Engagement · Game dynamic · Game component
* Janaka Jayalath [email protected] Vatcharaporn Esichaikul [email protected] 1
Asian Institute of Technology, Pathumthani, Thailand
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J. Jayalath, V. Esichaikul
1 Introduction Technical and Vocational Education and Training (TVET) provides practical skills, knowledge, and technology for knowledge-based and transition societies (Marope et al. 2015). Delivery of TVET programs through blended eLearning is becoming popular as a result of its geographical reach, cost-effectiveness, easy-access, and learner-centred design (Latchem 2017) in spite of challenges such as lack of awareness, funding issues, delivery inefficiencies, and institutional policies and procedures (Jayalath 2010). Factors affecting e-Learner success in TVET are engagement in educational activities, achievement in coursework, persistence, attainment of educational outcomes, and postcollege performance (Kuh et al. 2006). Despite the significant growth and contribution of eLearning in the TVET sector and the associated benefits it provides, l
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