Finally, the lack of engagement can have serious repercussions not only on the learning experience of the students, but also on their actual academic performance. As a central challenge of e-Learning courses, engagement requires a multifaceted approach to be addressed effectively and knowing the strategies that have positive outcomes is a step forward in ensuring that the students can enroll in online courses and not be compromised with respect to their engagement. Recommendations for Practitioners: From a practitioner’s viewpoint the findings can assist both learning designers and teachers in the creation of gamification strategies to enhance students’ engagement. It became equally evident that the deployment of a larger number of gamification and engagement elements have positive repercussions in the enhancement of engagement, which can have constructive ramifications for the effectiveness of e-Learning. Findings: The results showed that the majority of the selected e-Learning websites use gamification and engagement elements and that the tools that are more commonly used were deemed as the most effective, by the experts. Contribution: This paper adds to the existing body of research by placing and emphasis on and examining the positive role of gamification as an engagement instrument with valuable potential for e-Learning. Methodology: This research used two methods: the analysis of e-Learning websites and an online survey with a convenience and purposive sample of e-Learning and/or gamification experts. This paper aims to examine the relationship between the application of gamification tools and the level of engagement in e-Learning websites. Background: Gamification is often depicted as a significant instrument to drive engagement, behavior change, and loyalty, which can be of great significance to online learning. The core importance of engagement for e-Learning, places a focus on various instruments and strategies that can be deployed to foster its enhancement. The results showed high student engagement during the lockdown period, while the in-class process showed a decrease in the platform’s use, unveiling the students’ need for such platform as a complementary learning channel in remote learning.Īim/Purpose: As e-Learning becomes increasingly pervasive, students’ engagement in online settings emerges as a central challenge, as it is often more demanding to ensure in this context. In this paper, we investigate the students’ engagement during the three-month period, explore the influence of the platform’s use in-class versus online learning process, analyze the students’ self-report on their practice habits and compare them with the collected data. During the experiment, the students attended the school through online courses during the first part of the evaluation, and in-class in the second part. We collected data on their engagement with the platform. To evaluate the efficacy of the platform beyond its novelty bias, we performed a three-month-long evaluation experiment on the students’ interaction through questionnaires and platform-collected data. However, the short time span of the previous experiments has not shown whether these results can be attributed to the novelty bias. Previous research has shown a significant improvement in the students’ performance while using the platform. In the new version of the Troubadour platform, we implemented different types of interaction, including class management, re-occurring homework and challenges. Through interviews with teachers, we gathered the most-needed features which would aid their use of the platform. This paper presents a new version and a three-month evaluation of the Troubadour platform-an open-source music theory ear training platform.
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