Gamification as an Innovative Strategy for Sustainable Educational Technology Among Lecturers and Students in Port Harcourt Metropolis
Keywords:
Gamification, Innovative Strategy, Sustainable, Educational Technology, Digital NativesAbstract
This study investigated gamification as an innovative strategy for sustainable Educational Technology (ET) among lecturers and students in Port Harcourt Metropolis (PHM). The study was guided by four objectives, corresponding research questions, and two hypotheses. A descriptive survey was employed. The study's population comprised 1,999 lecturers and students in ET from the three universities in PHM. Using simple random sampling, a sample of 400 participants, comprising 50 lecturers and 350 students, was drawn. The instrument, titled Gamification Strategies for Digital Natives in Educational Technology Questionnaire, was developed, validated, and found reliable, with an overall Cronbach’s alpha of 0.84. Frequency, percentage, mean, and standard deviation were used to answer the research questions, while independent-samples z-test and PPMC were used to test the null hypotheses at a 0.05 significance level. Findings revealed that technology educators commonly utilise gamification elements such as points and scoring systems, leaderboards, levels/progression systems, simulation games, and immediate feedback mechanisms in classroom instruction. The study also found no noteworthy difference between the perceptions of students and lecturers towards the use of gamification strategies, indicating a shared appreciation of its educational value. The study concluded that gamification has emerged as an innovative strategy for enhancing sustainable ET among digital natives in PHM. The study recommended, among others, that ET educators should adopt a wider range of gamification strategies, including simulations, digital quizzes, badges, and storytelling, to enhance learning experiences.
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