A Study on the Relationship between Educational Achievement and Emotional Engagement in a Gameful Interface for Video Lecture Systems

An increasing number of students are learning in digitalized education environments. For younger generations of students who have grown up participating in digital environments and virtual reality, E-learning is considered to be an appropriate educational platform. In particular, video lectures are regarded as key component of E-learning systems. However, online lecture systems have limitations in sustainability due to a lack of motivation on the part of the learner. To provide motivation for users, we focus on enhancing emotional engagement with 'gameful design.' By gameful design, we mean extending game thinking to non-game contexts. In this study, we apply gameful design to video lecturing systems, and we expect this design to enhancing emotional engagement in learning, thereby increasing educational achievement.

I. Introduction

Today's students have learning experiences that are built on ubiquitous digital environments and virtual reality. Prensky called such students as ‘digital natives’, and they are very familiar with digital learning environments [1]. For digital natives, different perspectives on education will be required [2]. E-learning has been considered a suitable education platform for this generation of students and has benefits for learners who are far from the learning site. Furthermore, E-learning can be paired with virtual reality technology to create an even richer educational experience [3]. Differently than expected, however, many studies have pointed out that students of E-learning systems relatively lack the motivation of students in traditional classes [4].