Abstract

Active learning puts students at the heart of the learning experience and is being increasingly utilised as a learning strategy throughout higher education. There is a significant body of evidence that points to the positive impact of active learning approaches on student engagement, retention and attainment. The success of active learning generally centres on students taking responsibility for their own learning, often through engagement with materials and activities prior to in-person classes. This can present challenges as students may lack the discipline, motivation or time to consistently prepare for class. It is therefore crucial that as we move towards a more student-centred active learning approach, we are able to critically evaluate the success (or failure) of these new approaches.

In recent years, the integration of gamification into educational settings has garnered significant attention as a means to enhance student engagement and learning outcomes. By leveraging gamified elements such as points and leaderboards, educators aim to promote active participation, motivation and deeper understanding among students.

This talk will present a case study into the effect of gamification on student engagement in a flipped statistics classroom environment. The case study shows the potential of using Virtual Learning Environment (VLE) data to promote evidence-based teaching practices. The findings suggest that gamification strategies, when effectively implemented, can have a positive impact on student motivation and engagement in this setting. This talk will conclude with recommendations for educators, potential challenges such as superficial engagement and demotivation and future directions for research to address these challenges.

Eilidh Jack, Craig Alexander, Elinor M Jones, Exploring the impact of gamification on engagement in a statistics classroom, Teaching Mathematics and its Applications: An International Journal of the IMA, 2024;, hrae009, https://doi.org/10.1093/teamat/hrae009