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Gamification as a motivational tool for adult learners in an end-user computing (EUC) course
Thesis (PhD (Computer-Integrated Education))--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613695744409600 |
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| access_status_str | Open Access |
| author2 | Van Ryneveld, Linda |
| author_browse | Van Ryneveld, Linda |
| author_facet | Van Ryneveld, Linda |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Computer-Integrated Education))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/83022 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:14.504Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/83022 Gamification as a motivational tool for adult learners in an end-user computing (EUC) course Van Ryneveld, Linda matsiemokonyane@gmail.com Moodley, Kimera Mokonyane, Magdeline Matsie Gamification Motivation Adult Learners End-user Computing UCTD Education theses SDG-04 Education theses SDG-08 Education theses SDG-09 Thesis (PhD (Computer-Integrated Education))--University of Pretoria, 2021. Gamification is the use of game elements in non-gaming contexts. In this study Jasperactive (JA), a gamification software program was used to teach End-User Computing (EUC). This study explored how gamification can be used as a motivation and engagement tool for adult learners in an EUC course. Due to high workloads and limited time to attend face-to-face contact training sessions, staff members at a University of Technology struggled to enhance their EUC skills. Therefore, the researcher pondered creative ways to motivate and engage these adult learners whilst avoiding face-to-face training. Researchers emphasised that widely it is accepted that there is a shortage of understanding of the effects of gamification. A conceptual framework was developed to guide this study using the gamification taxonomy in combination with some motivation and engagement theories. The current study addressed how game elements of gamification influence the motivation and engagement of adult learners, specifically in EUC courses. The study used an interpretive case study design and followed a qualitative approach. The sample consisted of thirty participants who were purposefully selected and regarded as adult learners. These participants were staff members from various academic and support units at the University of Technology in question. All the participants enrolled for the EUC course and were eager to improve their skills and grow professionally. Data was collected through the researcher’s observations, one-on-one interviews with six participants, an online questionnaire completed by eighteen participants, and a focus group discussion with fourteen participants. Thematic data analysis was conducted using the elements included in the conceptual framework. The findings revealed how certain gamification features within Jasperactive influenced the motivation and engagement of adult learners. It was found that the participants were actively engaged in their learning process and were motivated by the gaming elements within Jasperactive. They were further motivated to complete the course to obtain their Microsoft Office Specialist (MOS) certificate. The data received from the participants who completed the course confirmed that gaming elements enhanced the learning experience and contributed to their high levels of motivation and engagement. The external support that participants received from their line managers also motivated them to complete the course. The study recommends further studies to investigate the role of gamification in skill retention for future application in the workplace University of Pretoria bs2026 Science, Mathematics and Technology Education PhD (Computer-Integrated Education) Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-09: Industry, innovation and infrastructure 2021-12-10T07:05:35Z 2021-12-10T07:05:35Z 2022-04 2021 Thesis * A2022 http://hdl.handle.net/2263/83022 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Gamification Motivation Adult Learners End-user Computing UCTD Education theses SDG-04 Education theses SDG-08 Education theses SDG-09 Gamification as a motivational tool for adult learners in an end-user computing (EUC) course |
| title | Gamification as a motivational tool for adult learners in an end-user computing (EUC) course |
| title_full | Gamification as a motivational tool for adult learners in an end-user computing (EUC) course |
| title_fullStr | Gamification as a motivational tool for adult learners in an end-user computing (EUC) course |
| title_full_unstemmed | Gamification as a motivational tool for adult learners in an end-user computing (EUC) course |
| title_short | Gamification as a motivational tool for adult learners in an end-user computing (EUC) course |
| title_sort | gamification as a motivational tool for adult learners in an end user computing euc course |
| topic | Gamification Motivation Adult Learners End-user Computing UCTD Education theses SDG-04 Education theses SDG-08 Education theses SDG-09 |
| url | http://hdl.handle.net/2263/83022 |