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This qualitative research study aimed to evaluate students' perceptions of their learning experiences through serious gaming and gamification instructions. The study explores students' attitudes towards various game elements in a gamified instructional setting and investigates how they engage with common gamification techniques. The method used was a diary study followed by a series of six interviews, leading to a qualitative analysis. Results showed increased motivation among students in the gamified group, but also some reported challenges. Overall, the study aimed to bridge the gap in understanding the impact of gamification on students' learning.

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The purpose of the study was to evaluate students' perception of their learning experiences concerning serious gaming and gamification instructions in a resource-poor context, and to determine whether they were motivated enough and engaged during the educative process. The study used a qualitative research design technique, involving a total of 108 first-year secondary school students who participated in a sexual health literacy course lasting for a five-week learning period. The study compared serious gaming and gamification instructions with traditional teacher-centered instructions. The results indicated that serious gaming and gamification instructions outperformed the traditional teacher-centered instruction method. Additionally, the study suggested that the implementation of serious gaming and gamification as remote instructional options could be useful during emergency phenomena.

The study found that serious gaming and gamification instructions significantly motivated and engaged students in learning. The conclusions emphasized the effectiveness of these innovative digital technologies in motivating and engaging students and recommended the application of gamified educational systems as innovative instruction to enhance student learning outcomes.

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