A Case Study of Preschool Children’s Behavioural Changes in the Application of Gamification Element

Abstract

This study explores the usability of gamification element, specifically the use of brag tags, in modifying and enhancing positive behaviours among preschool children in a visual art education setting. Conducted as a case study over a 17-day period, the research focused on two five-year-old students exhibiting the highest incidence of misbehaviour. Through the implementation of personalized interventions, such as altering the learning environment and addressing individual behavioural challenges, the study aimed to determine the impact of gamification on student behaviour. The findings indicate that while both students showed an overall increase in the accumulation of brag tags, the implications of the interventions varied. The results align with previous research highlighting the potential of gamification to mitigate issues with misbehaviour, though its implementation can be influenced by individual needs and the specific gamification elements employed. This study contributes to the understanding of gamification in early childhood education, emphasizing the need for tailored approaches to address behavioural issues and enhance learning outcomes.