Gamification, or the use of game mechanics in non-game activities, has potential utility in enhancing course materials and help to motivate students. The present study sought to determine whether a gamified quiz application utilizing a probabilistic reinforcement schedule, a common game mechanic in which magnitude of reinforcement is randomized, would increase interaction with course material and subsequently increase exam scores when compared to a traditional fixed ratio point scoring system in a college class setting. An undergraduate class of 40 students were randomly split into two groups (green = 18, gold = 22). After baseline data was probed, the groups underwent a series of two phases, either A or B. During phase A the green group started the experiment in the gamification quiz condition while the gold group was in the control condition. In phase B the green group started in the control condition and the gold group started in the gamification condition. Each phase consisted of three quizzes, followed by an exam. After an exam, the groups switch conditions, conducting three full phases (A-B-A). After an adjustment taking into account Exam 1 scores it was determined that the participants did not show a statistically significant difference in increasing interaction in course material between the interventions, F(1,37)=.280, p=.600 (α < 0.05) or an increase in exam scores F(1,37)=2.231, p=.144 (α < 0.05).
","abstract_html":"<p>Gamification, or the use of game mechanics in non-game activities, has potential utility in enhancing course materials and help to motivate students. The present study sought to determine whether a gamified quiz application utilizing a probabilistic reinforcement schedule, a common game mechanic in which magnitude of reinforcement is randomized, would increase interaction with course material and subsequently increase exam scores when compared to a traditional fixed ratio point scoring system in a college class setting. An undergraduate class of 40 students were randomly split into two groups (green = 18, gold = 22). After baseline data was probed, the groups underwent a series of two phases, either A or B. During phase A the green group started the experiment in the gamification quiz condition while the gold group was in the control condition. In phase B the green group started in the control condition and the gold group started in the gamification condition. Each phase consisted of three quizzes, followed by an exam. After an exam, the groups switch conditions, conducting three full phases (A-B-A). After an adjustment taking into account Exam 1 scores it was determined that the participants did not show a statistically significant difference in increasing interaction in course material between the interventions, F(1,37)=.280, p=.600 (α < 0.05) or an increase in exam scores F(1,37)=2.231, p=.144 (α < 0.05).</p>","abstract_has_math":false,"creators":["Weeden, Tiffanie"],"institution":null,"degree_name":"Master of Science","degree_level":"Thesis","degree_discipline":"Psychological Science","degree_department":null,"school":null,"contributors":["Dr. Jacob Daar"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-07-01T07:00:00Z","date_published":"2020-07-01T07:00:00Z","updated_at":"2026-07-24T03:24:17Z","subjects":["Probabilistic Reinforcement","Gamification","Variable Schedules","Bonus Games","Academic Behavior","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/644","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jacob Daar"]},{"key":"dc:creator","label":"Author","values":["Weeden, Tiffanie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-07-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychological Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Probabilistic Reinforcement","Gamification","Variable Schedules","Bonus Games","Academic Behavior","Social and Behavioral Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/644"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Gamification, or the use of game mechanics in non-game activities, has potential utility in enhancing course materials and help to motivate students. The present study sought to determine whether a gamified quiz application utilizing a probabilistic reinforcement schedule, a common game mechanic in which magnitude of reinforcement is randomized, would increase interaction with course material and subsequently increase exam scores when compared to a traditional fixed ratio point scoring system in a college class setting. An undergraduate class of 40 students were randomly split into two groups (green = 18, gold = 22). After baseline data was probed, the groups underwent a series of two phases, either A or B. During phase A the green group started the experiment in the gamification quiz condition while the gold group was in the control condition. In phase B the green group started in the control condition and the gold group started in the gamification condition. Each phase consisted of three quizzes, followed by an exam. After an exam, the groups switch conditions, conducting three full phases (A-B-A). After an adjustment taking into account Exam 1 scores it was determined that the participants did not show a statistically significant difference in increasing interaction in course material between the interventions, F(1,37)=.280, p=.600 (α < 0.05) or an increase in exam scores F(1,37)=2.231, p=.144 (α < 0.05).
"]},{"key":"dc:title","label":"Title","values":["EVALUATING THE EFFECTIVENESS OF PROBABILISTIC REINFORCEMENT, AS A GAMIFICATION ELEMENT, IN A COLLEGE CLASS SETTING"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jacob Daar"],"dc:creator":["Weeden, Tiffanie"],"dc:date.available":["2020-07-08T07:00:00Z"],"dc:description.abstract":["Gamification, or the use of game mechanics in non-game activities, has potential utility in enhancing course materials and help to motivate students. The present study sought to determine whether a gamified quiz application utilizing a probabilistic reinforcement schedule, a common game mechanic in which magnitude of reinforcement is randomized, would increase interaction with course material and subsequently increase exam scores when compared to a traditional fixed ratio point scoring system in a college class setting. An undergraduate class of 40 students were randomly split into two groups (green = 18, gold = 22). After baseline data was probed, the groups underwent a series of two phases, either A or B. During phase A the green group started the experiment in the gamification quiz condition while the gold group was in the control condition. In phase B the green group started in the control condition and the gold group started in the gamification condition. Each phase consisted of three quizzes, followed by an exam. After an exam, the groups switch conditions, conducting three full phases (A-B-A). After an adjustment taking into account Exam 1 scores it was determined that the participants did not show a statistically significant difference in increasing interaction in course material between the interventions, F(1,37)=.280, p=.600 (α < 0.05) or an increase in exam scores F(1,37)=2.231, p=.144 (α < 0.05).
"],"dc:identifier":["https://commons.nmu.edu/theses/644"],"dc:subject":["Probabilistic Reinforcement","Gamification","Variable Schedules","Bonus Games","Academic Behavior","Social and Behavioral Sciences"],"dc:title":["EVALUATING THE EFFECTIVENESS OF PROBABILISTIC REINFORCEMENT, AS A GAMIFICATION ELEMENT, IN A COLLEGE CLASS SETTING"],"thesis:degree_discipline":["Psychological Science"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T03:24:17Z"}