The document discusses a research proposal on the impact of gamification technology on students' performance and motivation in schools. It begins with an introduction to gamification and the proposal's aim to identify the extent to which learning using gaming tools affects the educational process. The proposal then outlines the problem statement, literature review, scope of the study focusing on international schools, relevance of the study, research design including hypotheses and data collection/analysis methods, time frame, and budget. It concludes with a bibliography of 22 sources on gamification technology in education.

1. The Impact of Gamification
Technology on
Students’ performance and
motivation in schools
Sherin Haroun El Rashied

2. Welcome
• Our research proposal today will be about The Impact of
Gamification Technology on Students’ performance and
motivation in schools.
• This topic is considered a new trend, as many people are
unaware of the word “gamification” and the relation it has to
do with learning.
• “Gamification” is the application of game-design elements and
Gamification technology is where games are used as a tool in
education.
• Since the new generation learners are becoming more digitally
dependent, we assumed that gamification can be used in
education particularly to enhance students’ performance and
motivation.
• Accordingly, our aim of today’s research proposal is to identify
to what extent learning using gaming as a tool (Gamification
Technology) will affect the educational process as a powerful
tool for catalyzing attention and its influence as an educational
approach.

3. 1
2
3
4
5
6
7
8
9
Background
Problem statement
Literature review
Scope of the study
Relevance of the study
Research design
Time frame of the study
Budget
Bibliography
Agenda

4. 1. Background
• The concept of Gamification Technology was already known almost one
hundred years ago. The origins of Gamification Technology were in the early to
mid 20th century in Soviet Union, where factory workers competed with each
other to increase production, using points and other game-like elements.
• Later, in American management, in the 21st century, the strategy of turning the
workplace into a more playful setting reappeared.
• In 1984, Coonradt (2007) “grandfather of Gamification Technology ”, published
the first edition of his book The Game of Work, where he applied game
principles in business contexts, dealing with employee motivation.
• Gamification Technology creates a kind of engagement with games that can be
translated to an educational context towards facilitating learning and influencing
student behavior.
• Educators have been exploring ways to utilize gamification power for motivation
and its application to the classroom.

5. 2. The Problem Statement - Aim
The Aim of the study
To identify to what extent Gamification Technology will affect the
educational process as a powerful tool for catalyzing student
performance & motivation in schools.

6. 2. The Problem Statement - Objectives
Investigate the relationship
between using Gamification
Technology in education and its
impact on students’ success,
(increasing their innovative
imagination and qualifications).
Determine key characteristics of
successful usage of Gamification
Technology in the educational
process.
Enhance educational processes
by using Technology in line with
global technological
developments.
Study the impact of Gamification
Technology on education.
Study the growing
phenomena of integrating
Gamification Technology into
education and how it became
an educational approach to
motivate students.
Study the ecosystem support using
Gamification Technology in
educational process.

7. 2. The Problem Statement - Research Questions?
03
01
02
Does Gamification Technology have
a direct impact on educational
development?
Do students prefer studying using
Gamification Technology rather
than the commonly methods?
Does Technology Based Learning
facilitate understanding?
04 Is there a direct relation between
Gamification Technology and
students’ innovative and
imaginative qualifications?
Will there be a sufficient budget
to introduce such modern means
of education in Egypt?
Does the ecosystem support
using Gamification Technology in
educational process?
05
06

8. Introduction
Background
Empirical Studies On Gamification
The Criticism of Using Gamification Technology in
Education
Theoretical Research Concept
3. Literature Review

9. 3. Literature Review
Introduction
Gamification Technology in
education is an up and
coming idea. This paper will
look at what Gamification
Technology is and its effects
on student motivation and
performance. Intrinsic and
extrinsic motivation are also
discussed and the effects
Gamification Technology
has on both types..
Background
The origins of Gamification
Technology appeared in the
early to mid-20th century in
Soviet Union, where workers
and factories used to compete
to increase production. Later,
the American management, in
the 21st century, developed a
strategy of turning the
workplace into a more playful
setting, as stated by Coonradt,
2007, The Game of Work..
Theoretical research
The potential that
technology has to motivate
students is discussed as it
relates to expectancy-value
model of motivation which
focuses three areas of
motivational theory
(Pintrich & Schunk, 1996)
Empirical Studies
The use of simulations
and digital games in
education is expected to
increase over the next
years. Although there are
much support for the
benefits of digital games
in education, there is
mixed empirical support
stated in Education,
Pearson’s research report
series.
The criticism
Some teachers believe that
Gamification Technology
must be avoided since it
has the potential to
decrease intrinsic
motivation, due to its use
of extrinsic motivators.
Its application in education
is still an emerging trend.

10. 4. Scope of Study
This research studies and analyzes the Impact
of using Gamification Technology on Students’
motivation and performance in International
schools (American Diploma and British IGCSE).

11. • The new generation learners
are digital natives, who are
growing up with digital
technologies.
• In an attempt to solve the above
stated concerns, we suggested to
carry out this study to investigate
the impact of Gamification
Technology on students’
motivation and performance.
• On the other hand, educators
are currently facing major issues
on how to increase students’
motivation and performance.
• On the theoretical level, this
research will be an added value
and will contribute to the
literature review already
present.
5. Relevance of The Study

12. 2 3 4 5
This is a causal study,
hypothesis-testing
study. A field
experiment will be
carried out in two to
three schools using
gamification tools and
monitoring its impact
students’ motivation
and engagement.
Purpose
The extent of
research interference
will be minimal
interface, and the
study setting will be
non-contrived
Interference & Setting
The research strategy
will be mixed
methods including;
• Survey
• Experiments
• Observation
• Case study
Strategy
The unit of analysis
will be groups of
students and their
teachers.
Unit of analysis
The time horizon
will be longitudinal
study to identify
cause-and-effect
relationships.
Time frame
6. Research Design
1

13. 6. Research Design

14. Gamification Technology
Students’
Performance
Teachers
expertise
The dependent variablesThe independent variable
The moderating variable
6. Research Design - Hypotheses
Students’
Motivation

15. 6. Research Design – Source of Data
Primary Data
Focus groups Panels
Government
Publications
(educations, e-
learning and new
technology.
Secondary Data
Information
gathered from
schools
(no. of students,
grades &others)

16. 6. Research Design – Methods of Data Collection
• Structured Interviews
• Computer-assisted
interviewing (CATI &
CAPI)
• Structured
Observation
• Participant
observation
“Moderate”
• Objective &
subjective construct
• Closed Questions
Observation
Interviews Observations Questionnaires

17. 6. Research Design – Measurement
Measurement:
To measure the impact of gamification Technology on Students’ performance
& motivation we can measure the following variables.

18. 6. Research Design – Sampling design
School students of
International schools,
systems chosen are
American Diploma and
British IGCSE.
1. The School students from the
following stages:
A. Primary
B. Preparatory
C. Secondary
2. Educators of the above
mentioned stages.
A random sample of 2-3
schools are chosen from
the above mentioned
educational systems and
are studied in depth.
Population Clusters Sample

19. 6. Research Design – Data analysis
The unit of analysis will be groups of:
Students Teachers
Validation: Correlational Analysis will be performed to measure the
impact of Gamification Technology and Students’
performance/motivation, using statistical testing and SPSS tools.

20. 7. Time Plan
As previously mentioned, this is a longitudinal study, accordingly the time frame
necessary for the completion of this research project will be approximately 12
months. During which, periodic analytical reports will be provided on the results
achieved.
12 months
9 months
week
2 weeks
1 month
3 weeks
week
2 weeks

21. Budget items directly tied
to the project
Ex: Salaries and Wages,
Equipment, Materials and
Supplies
Budget items indirectly
tied to the project
Ex. Services & Others
Non-Financial cost
Ex. Include time (working
hours) and efforts (man
hours)
Direct Indirect Non-Financial
8. Budget

22. 8. Budget
Description Cost
Cost Directly Tied to the Project
Salaries and Wages
• Academic personnel
• Research assistants
• Interviewers
• Technicians
• Computer programmer
• Administrators
XX
XX
XX
XX
XX
XX
Equipment
• Fixed equipment
• Movable equipment
• Equipment installation
XX
XX
XX
Materials and Supplies
• Office supplies specifically for project
• Communications
• Test materials or samples
XX
XX
XX
Total Cost Directly Tied to the Project xxx
Cost Indirectly Tied to the Project
Services (ISR services (e.g., surveys), Data analysis) XX
Other (Purchase of data, periodicals, books XX
Total Cost Indirectly Tied to the Project xxx
Grand Total xxxx

23. 1. Gamification Technology in Education, Susan Sandusky, University of Arizona.
2. Gabriela Kiryakova1, Nadezhda Angelova2 and Lina Yordanova3 in Gamification Technology in education.
3. Coonradt (2007) published the first edition of his book The Game of Work. Coonradt, known as the “grandfather of
gamification”, applied game principles in business contexts, dealing with employee motivation.
4. The impact of Gamification Technology on students’ extrinsic & intrinsic motivation, Theresa (Therri) Papp1.
5. Raising engagement in e-learning through Gamification Technology Cristina Ioana Muntean, Cybernetics and
Statistics, Babes-Bolyai University, Romania- Strada Mihail Kogălniceanu, Nr. 1, Cluj-Napoca, Romania.
6. Walz, Steffen (2015). The Gameful World: Approaches, Issues, Applications. MIT Press.
7. JP Mangalindan (2010-09-03). "Play to win: The game-based economy". Fortune. Archived from the original on
2012-11-12. Retrieved 2012-11-25.
8. Ivana Medica Ružić, Mario Dumančić: Gamification Technology in education.
9. Kapp (Kapp, 2012).
10. W. Hsin-Yuan Huang, D. Soman, 2013.
11. The Role of Gamification Technology in Education, Garamkhand Surendeleg - National Learning Resource Center,
Mongolian-Korean Polytechnic College Ulaanbaatar, Mongolia.
12. Pim van de Pavoordt in Gamification Technology of Learning.
9. Bibliography

24. 9. Bibliography
13. Juho Hamari, Jonna Koivisto, Harri Sarsa in Does Gamification Technology Work? — A Literature Review of
Empirical Studies on Gamification Technology
14. Dr. Ian Glover Play As You Learn: Gamification Technology as a Technique for Motivating Learners.
15. Cristina Ioana Muntean -Cybernetics and Statistics, Babes-Bolyai University, Romania - Strada Mihail
Kogălniceanu, Nr. 1, Cluj-Napoca, Romania
16. Gabriela Kiryakova1, Nadezhda Angelova2, Lina Yordanova3 in Gamification Technology in education.
17. Annetta, Minogue, Holmes, & Cheng, 2009; Barab, Thomas, Dodge, Carteaux, & Tuzun, 2005; de Freitas, 2006; Ke,
2009; Liu et al., 2014; Moreno, 2012; Papastergiou, 2009; Van Eck, 2006
18. Barab et al., 2005; Batson & Feinberg, 2006; de Freitas, 2006; Papastergiou, 2009
19. Van Eck, 2006, p. 18), which allows for application and practice.
20. The impact of Gamification Technology on students’ extrinsic and intrinsic motivation, https://conference.pixel-
online.net/FOE/files/foe/ed0007/FP/3607-ICL2320-FP-FOE7.pdf
21. Proceedings of the 29th Annual ACM Symposium on Applied Computing (SAC '14).
22. Gooch, Daniel; Vasalou, Asimina; Benton, Laura; Khaled, Rilla (2016-01-01). "Using Gamification Technology to
Motivate Students with Dyslexia". Proceedings of the 2016 CHI Conference on Human Factors in Computing
Systems.