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The aim of this study was to assess gamification as a method of experiential learning theory (ELT) on student motivation and self-efficacy to perform System Engineering/Information Assurance (IA) tasks. The study was a basic qualitative method, whereby data was collected via semi-structured interview and then analyzed for recurring themes and patterns. The students involved in the study were undergraduate students enrolled in system administration and security courses. We introduced ELT in early stages of curriculum in place of commonly used didactic methods of delivering theory. We compared the themes found in increased ELT classes with past didactic sections of the same courses. Data analysis revealed that increasing ELT in IA coursework at all levels of the curriculum increased both student intrinsic motivation and self-efficacy. This paper outlines gamification pedagogy used in 200 and 300 level postsecondary courses of system administration. Gathered results indicated high intrinsic motivation and self-efficacy from the students 96 interviewed. The paper will also present examples of gamification ELT lessons at each level of undergraduate study.
Banfield et al. (Tue,) studied this question.