Gamification is being used in education to motivate students through various game elements, one of which is rewards. However, rewards should be relevant and suitable otherwise it will not have the desired effect. The aim of this study was to determine the types of redeemable rewards that students in an Institution of Higher Learning would like to obtain to motivate them to do well in their modules or programmes. A questionnaire, which included close and open ended questions, was distributed to students in a local private institution. 158 completed questionnaires were obtained from students who were in Foundation, Diploma, Bachelors and Masters degree programmes. The questionnaire included some suggestions of rewards and students were asked to rank them. They were also asked to suggest some rewards which they thought would motivate and engage them to attempt and complete work given in class or as homework. The results show that students would like to receive tangible as well as intangib.....

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The aims of this study were: to evaluate the effectiveness of gamification on the learning and retention of vocabulary among undergraduates, to evaluate the effectiveness of game elements: leader boards and rewards, in retaining students_ vocabulary, and to understand students_ perspectives of gamification. In this quasi-experimental study, the sequential mixed method was used. There were three groups of students, one control (n=18) and two experimental groups (Group 1 n=19, and Group 2 n=20), from mixed backgrounds and nationalities. Data was collected quantitatively through pre, post and delayed post vocabulary tests, and qualitatively using semi structured interviews. A questionnaire, observation checklists, Moodle analytics and activity completion form were used as instruments. The data from these instruments were used to triangulate the quantitative and qualitative data. The quantitative data was analysed using descriptive and inferential statistics: t-tests and ANOVA and the qual.....

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