Gamification in planning education: Impacts on academic achievement

Abstract

When examining gamification in urban planning education within the existing literature, it becomes evident that numerous studies have been conducted on applied/studio courses. However, there is a notable gap in the literature regarding theoretical courses. The objective of this study is to assess the influence of Game-based Student Response Systems (GSRS) on the academic performance of urban planning students in a theoretical course titled "Introduction to Urban and Regional Planning & Ethics.".  Throughout the semester, students participated in four quizzes on the online platform Quizizz and also completed a survey. The study assessed the effect of GSRS on academic success through a correlation analysis of participation rates in quizzes and final exam grades. The findings indicated no significant impact on academic achievement. However, based on the survey responses, students exhibited a positive attitude towards GSRS.