Using gamification to “break the silence” during web-based videoconferencing-supported synchronous online lessons: a goal-setting perspective

ABSTRACT

In recent years there has been a significant increase in the use of videoconferencing apps such as Zoom to support synchronous online learning. Although the apps can approximate real-time communication, students tend to be inactive and silent during videoconferencing-supported synchronous online lessons. To promote students’ participation, this study integrated gamification into Web-based videoconferencing-supported learning. We designed the gamification based on goal-setting theory and evaluated its effectiveness by examining the quantity and quality of students’ online in-class participation. The results showed that the gamified group (N = 24) significantly outperformed the non-gamified group (N = 29) in the amount of participation. We also found that the gamified group produced an increasing number of quality responses over time. We discuss the theoretical explanations of our findings and provide practical suggestions for instructors who plan to use gamification in their Web-based videoconferencing-supported classes.

KEYWORDS:

• Gamification
• web-based videoconferencing
• synchronous online learning
• student participation

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was supported by a grant from the Research Grants Council of Hong Kong SAR [Number: 17616020].