Cogent: Case Study of Meaningful Gamification in Education with Virtual Currency

Authors

  • Yang Chen Purdue University
  • Terry Burton Purdue University
  • Mihaela Vorvoreanu Purdue University
  • David M Whittinghill Purdue University

DOI:

https://doi.org/10.3991/ijet.v10i1.4247

Keywords:

Case study, Education, Gamification, User experience.

Abstract


This paper analyzes students’ experience with Cogent, a virtual economy system used throughout the 4 years of a B.S. degree in a Technology major. The case study explains the rules of the Cogent system and investigates its effectiveness to motivate students to learn. Using focus groups and interviews, we collected qualitative data from students about their experience and perceptions of Cogent. The results indicate that Cogent played an encouraging and motivational role for these students and suggest potential for the successful design and implementation of meaningful gamification systems to promote student motivation and engagement within an educational context.

Author Biographies

Yang Chen, Purdue University

Department of Computer Graphics Technology

Terry Burton, Purdue University

Department of Computer Graphics Technology

Mihaela Vorvoreanu, Purdue University

Department of Computer Graphics Technology, Department of Technology Leadership & Innovation

David M Whittinghill, Purdue University

Department of Computer Graphics Technology and Department of Computer and Information Technology

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Published

2015-02-21

How to Cite

Chen, Y., Burton, T., Vorvoreanu, M., & Whittinghill, D. M. (2015). Cogent: Case Study of Meaningful Gamification in Education with Virtual Currency. International Journal of Emerging Technologies in Learning (iJET), 10(1), pp. 39–45. https://doi.org/10.3991/ijet.v10i1.4247

Issue

Vol. 10 No. 1 (2015)

Section

Papers

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