Relevant bibliographies by topics / Gamification, learning platform

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Gamification, learning platform'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Gamification, learning platform"

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Gafni, Ruti, Dafni Biran Achituv, Shimon Eidelman, and Tomer Chatsky. "The effects of gamification elements in e-learning platforms." Online Journal of Applied Knowledge Management 6, no. 2 (May 13, 2018): 37–53. http://dx.doi.org/10.36965/ojakm.2018.6(2)37-53.

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Gamification to perform tedious tasks in an enjoyable way is used in e-learning systems. This study examines in what manner gamification elements affect the e-learning experience in software studies. Two similar e-learning platforms were developed with the aim to teach basic Linux commands, one of them including gaming elements. One group (92 participants) studied using the gamified platform, and another group (47) using a non-gamified platform. The findings show that although the exam grades were not statistically different between the groups, the motivation to learn and continue learning after this experience was higher in the group using a gamified e-learning platform.
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Veryaeva, Kseniya, and Olga Solovyeva. "The Influence of Gamification and Platform Affordances on User Engagement in Online Learning." International Journal of Distance Education Technologies 19, no. 1 (January 2021): 1–17. http://dx.doi.org/10.4018/ijdet.2021010101.

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Gamification becomes an important and widely used instrument in online learning, and it affects users' experience. However, recent research on the interaction between a user and technology, in the online learning platform, tends to study gamification separately. This paper aims to overcome the research gap, exploring the relationships between user engagement, platform affordances, and gamification in online learning. An online survey was conducted among the participants (N=375) studying with Skyeng (commercial online platform for learning English). The data was analysed with factor and regression analysis. The results demonstrated four major platform affordances: technology credibility and usability, adaptability of course tasks, phasing and intermittence and external reward. Among the four, technology credibility and usability was found to be the most influential predictor of user engagement in online learning. External reward, as an affordance, drawn from gamification elements, has the smallest contribution to user engagement. However, the study proves the suitability of perceiving gamified elements as affordances by platform users. The research provides conceptual and empirical grounds for studying gamification elements as one of the affordances in online learning and outlines further directions to explore these connections.
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Mbabu, Ken M., Robert O. Oboko, and Samuel Kamunya. "An Adaptive Gamification Tool for E-learning Platform." Open Journal for Information Technology 2, no. 2 (December 29, 2019): 41–52. http://dx.doi.org/10.32591/coas.ojit.0202.03041m.

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Poondej, Chanut, and Thanita Lerdpornkulrat. "Gamification in e-learning." Interactive Technology and Smart Education 17, no. 1 (September 19, 2019): 56–66. http://dx.doi.org/10.1108/itse-06-2019-0030.

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Purpose This study aims to deploy game elements in an e-learning course on the Moodle platform. One of the greatest challenges of e-learning can be motivating and engaging students in learning. Gamification has been attracting increasing attention as a key underlying aspect of pedagogy that can be used to increase student engagement and motivation in learning. Design/methodology/approach To investigate student satisfaction and engagement with an e-learning course, here an Information Literacy Skills course, the authors collected data from 104 undergraduate students enrolled on the course in Thailand. In addition, the authors used student interaction data obtained from Moodle to examine whether there were any differences in the frequency of online interaction with the course between the students who performed at an above-average level and those who were below average. Findings The findings indicated that the students were highly satisfied with the gamification tools in Moodle and they were engaged in the gamified e-learning course. The authors found a significant difference in the frequency of online interaction with the course between the group who performed at an above-average level and the group who were below average. Practical implications The findings have important implications for the development of gamification in e-learning. Originality/value This paper fulfills an identified need to study how gamification idea can be implemented in e-learning.
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Dicheva, Darina, Keith Irwin, and Christo Dichev. "OneUp: Supporting Practical and Experimental Gamification of Learning." International Journal of Serious Games 5, no. 3 (September 25, 2018): 5–21. http://dx.doi.org/10.17083/ijsg.v5i3.236.

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Gamification of education is still evolving. It lacks systematic studies assessing its effect in different learning contexts. Creating gamified courses is still difficult, since there is a lack of sufficient understanding of how to gamify learning and appropriate software support is missing. As a response to these challenges, we developed OneUp ̶ a customizable platform aimed at facilitating the process of gamifying academic courses and enabling contextual studies on educational gamification. In this paper we rationalize our approach to building OneUp and present the underlying principles and motivations guiding its design. We also describe the platform functionality which includes support for integrating game design elements in learning activities, creating dynamic problems, and visualizing student performance and progress. At the end, we present a usability study of the platform and the assessment results from an end user perspective.
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Nikmah, Hadirotun. "GAMIFICATION TO IMPROVE STUDENTS’ ENGAGEMENT IN LEARNING ENGLISH." ACITYA Journal of Teaching & Education 2, no. 1 (February 1, 2020): 60–70. http://dx.doi.org/10.30650/ajte.v2i1.277.

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ABSTRACT This paper aim to review some theories and previous studies on the application of game-based learning platform to improve students’ engagement in learning English. Learning English is crucial and is not negotiable in an Industry 4.0 era to communicate and to collaborate globally. In fact, not a few students find it difficult and lack of enthusiasm in learning English. One of the major problems is the teaching method which is less interesting and tends to be boring. Therefore, one of the solutions to resolve this problem is through the implementation of gamification. One of the most well-known employed gamification tools is Kahoot. Kahoot is one of the most used application to impove students’ engagement in learning English. Kahoot is a free game-based learning platform that can be used by teachers and students. Hence, this paper will describe at first the challenges in teaching English language in digital era. Further, it discusses the theory of gamification in education, advantages of gamification, the description of Kahoot, advantages of using Kahoot and how to apply Kahoot in English classroom. Some previous research highlighting the effect of using Kahoot on the students’ engagement in learning English is the main point covered next. The last part of this paper will present conclusion and pedagogical implication as a closing note. Keywords : gamification, Kahoot, students’ engagement
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Abdulaziz Alsubhi, Mohammed, Noraidah Sahari, and Tengku Siti Meriam Tengku Wook. "A Conceptual Engagement Framework for Gamified E-Learning Platform Activities." International Journal of Emerging Technologies in Learning (iJET) 15, no. 22 (November 30, 2020): 4. http://dx.doi.org/10.3991/ijet.v15i22.15443.

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University students utilise e-learning resources to gain easy access to information and to make general enquiries. Such online environments offer alternatives to traditional learning, which is now considered expensive, and time-consuming with varying results. Student disengagement is reported as the main problem for higher education e-learning platforms, however, leading e-learning developers to employ Gamification to counteract this issue. A plethora of game elements are used in the gamification of e-learning, however, that necessitates more careful consideration of the various learning activities used in e-learning platforms. This study thus identifies several game elements suitable for inclusion in learning activities in e-learning platforms to improve student engagement, based on a literature-based analysis. This identified the most commonly used game elements, and a subsequent questionnaire survey examined real user perspectives on these elements. As a result, a conceptual engagement framework outlining how game elements might be used to support e-learning activities to engage students is proposed. The framework is intended to be used as a guideline for developers and academics seeking to build engaging e-learning systems based on good foundational concepts. The paper thus presents a short review of existing e-learning gamification frameworks and the steps taken towards the identification of commonly used game elements. Learning activities and student engagement factors usually employed in e-learning platforms are subsequently discussed in relation to the development of the proposed conceptual engagement framework for gamified e-learning activities.
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Harvey Arce, Norman Patrick, and Ana Maria Cuadros Valdivia. "Adapting Competitiveness and Gamification to a Digital Platform for Foreign Language Learning." International Journal of Emerging Technologies in Learning (iJET) 15, no. 20 (October 19, 2020): 194. http://dx.doi.org/10.3991/ijet.v15i20.16135.

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Due to globalization growth, learning a second language is a necessity to develop in an increasingly demanding multicultural environment. However, at present we still find that some traditional methodologies are still being applied for teaching, which represents a problem for current students, also called digital natives, because these methodologies should adapt to this digital age of technology and knowledge. To solve this problem, a digital resource for foreign language learning was developed taking into account competitiveness and gamification as bases to motivate students and engage them into the course. The objective of this tool is to improve the processing of theoretical information obtained making use of a virtual environment which has competitive activities and gamification elements such as: obtaining medals for completing tasks, user's progress bar and ranking according to the scores obtained, so that students are motivated and improve their learning. This research seeks to analyze the effects of applying competitiveness and gamification in a virtual environment aimed at foreign language learning. It was found that 81.03% of students are more inclined to use gamified digital tools and also 82.76% of students feel more motivated to learn a second language using this methodology.
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Simões, Jorge, Rebeca Díaz Redondo, and Ana Fernández Vilas. "A social gamification framework for a K-6 learning platform." Computers in Human Behavior 29, no. 2 (March 2013): 345–53. http://dx.doi.org/10.1016/j.chb.2012.06.007.

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Nuravianty, R., H. B. Santoso, and K. Junus. "Usability evaluation of a Gamification-based programming learning platform: Grasshopper." Journal of Physics: Conference Series 1898, no. 1 (June 1, 2021): 012020. http://dx.doi.org/10.1088/1742-6596/1898/1/012020.

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Dissertations / Theses on the topic "Gamification, learning platform"

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Ahlqvist, Erica. "Implementation And Evaluation of Gamification Elements In An E-learning Platform For Engineering Education." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-179759.

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E-learning and online courses are widely used today, with different platforms being available for the user. When implementing and evaluating such a platform relevant research is required, therefore a pre-study was conducted. The pre-study showed that the platforms used at Linköpings University have a variety of available platform of which the teachers can use, however, some of there lack the features and it is therefore common for teachers to use more than one platform for a course. The goal of the thesis has been to answer the research question and to do so a platform was implemented, with focus on the gamification elements. The thesis answered the research question through the implementation of the platform and the user test. The user test was held on the target audience. The participants of the user test were faced with a short course on the developed platform. The test results show that the combination of gamification elements used motivated the participants towards the presented course and the assignments within it. During the user test a questionnaire, based on Intrinsic Motivation Inventory, was used. The result from this showed that the platform and its gamification elements increased the enjoyment, interest, perceived competence and effort towards the course.
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Follert, Fabiane, and Helge Fischer. "Gamification in der Hochschullehre. Herleitung von Handlungsempfehlungen für den Einsatz von Gamedesign-Elementen in der sächsischen Lernplattform OPAL." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-181555.

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Der Beitrag geht der Fragestellung nach, welche Gamedesign-Elemente sich als attraktive und strategisch sinnvolle Ergänzung für die sächsische Lernplattform OPAL identifizieren lassen und wie mithilfe solcher Elemente die Motivation zur OPAL-Nutzung und im Zuge dessen auch zum Studium gesteigert werden kann.
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Petersson, Julius. "Applying Gamification Techniques to Enhance the Learning of Geographical Knowledge on a Mobile Platform Using Flutter and Firebase." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-179054.

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The goal of this thesis was to evaluate gamification as a means to teach geographical knowledge. To do this, a mobile application was created that is best identified as a map quiz game. That is, a game which acts as a quiz for geographical knowledge in the likes of ``Where is Poland located on the world map''. The user experience was enhanced with gamification techniques, meaning the addition of several game elements such as points and progress bars. With a high completion rate and time improvements, the thesis found that gamification elements enhance the gaming experience when playing a map quiz game.
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Dahlqvist, Maja. "Stimulating Engagement and Learning Through Gamified Crowdsourcing : Development and Evaluation of a Digital Platform." Thesis, Uppsala universitet, Institutionen för ABM, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325241.

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The aim of this thesis is to develop a gamified crowdsourcing platform for transcription and metadata tagging of digitised text documents, and further to examine whether the platform can stimulate engagement in archives and be used as an educational resource. The case, around which the thesis project is conducted, is the governmental Archives of Bosnia and Herzegovina and its historical documents which were damaged in a fire in 2014.  Theories about engagement, archival pedagogy, and gamification guided the development of the platform. Bosnian-Herzegovinian school children, History teachers, and staff of the Archives of Bosnia and Herzegovina tested the platform and shared their thoughts of it in focus group discussions and interviews. The developed platform consists of a game interface, a database, and an interface for results viewing and searching. It is web-based, and coded in HTML, CSS, JavaScript, and PHP. The platform stimulated engagement among the school children who tested it. They expressed interest in reading and learning more about archival documents, in long-term preservation of information, and in the archive’s mission and future. Judging from the discussions and interviews, the platform could well serve as an educational resource. The History teachers showed interest in using the platform in their teaching, and found support for it in the curriculum for the History subject. A gamified crowdsourcing platform has been developed, and the perception among school children, History teachers, and archive staff was overall very positive. Crowdsourcing is not just about sourcing out tasks to the crowd. Co-creation of content could furthermore stimulate learning and engagement, and thereby tie a bound between the public and the archive. Gamification can successfully make the overarching goal of crowdsourcing understandable and concrete for the platform users.
Uppsatsen syftar till att utveckla en spelifierad crowdsourcing-plattform för transkription och metadatataggning av digitaliserade textdokument samt att undersöka huruvida plattformen kan väcka engagemang för arkiv och användas som en utbildningsresurs. Det fall runt vilket uppsatsprojektet kretsar är Bosnien-Hercegovinas centrala arkivmyndighet och dess historiska dokument som skadades i en brand 2014. Teorier om engagemang, arkivpedagogik och gamification vägledde utvecklingen av plattformen. Skolbarn och historielärare i Bosnien-Hercegovina samt personal på arkivmyndigheten provade plattformen och delade med sig av sina tankar om den i fokusgruppsdiskussioner och intervjuer. Den utvecklade plattformen består av ett spelgränssnitt, en databas och ett gränssnitt för resultatvisning och sökning. Den är webbaserad och skriven i HTML, CSS, JavaScript och PHP. Plattformen väckte engagemang hos de barn som provade den. De uttryckte intresse av att läsa och lära sig mer om arkivdokument, av långsiktigt bevarande samt av arkivets uppdrag och framtid. Plattformen skulle, av fokusgruppsdiskussionerna och intervjuerna att döma, kunna användas och fungera väl som utbildningsresurs. Historielärarna visade intresse av att använda plattformen i sin undervisning och fann stöd för det i historieämnets läroplan. En spelifierad crowdsourcing-plattform har utvecklats och mottagandet av den bland skolbarn, historielärare och arkivpersonal var överlag mycket positivt. Crowdsourcing handlar inte enbart om att outsourca arbetsuppgifter till massan. Medskapande kan dessutom stimulera lärande och engagemang och därigenom knyta band mellan allmänheten och arkivet. Spelifiering kan med framgång göra crowdsourcingens övergripande mål förståeligt och konkret för dem som använder plattformen.
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Åsberg, Samira. "Social Networks in Education: A Facebook-Based Educational Platform." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93649.

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Social networking sites are among the most popular daily activities of students these days. Students are mostly using social networking sites for communication and sharing of their experiences. Facebook is an example of a social networking site, which supports additional features such as creating a profile page, creating group pages and supports possibility of implementing different integrated application with Facebook. These features improve the Facebook experience, allowing users to form groups, where they can introduce ideas and concepts, which can be shared and discussed in a structured style. For this thesis we have created a new learning management system by implementing an online educational platform within a Facebook context. This work introduces a new, complementary style of education, where students can improve their knowledge and sociality outside the university in an innovative way. The platform takes advantage of gamification, which introduces game-like elements to concepts such as education and learning management systems, to make them more fun and rewarding. The goal of this thesis is to extend the educational border to an interesting online environment where students can learn, communicate, and examine their knowledge globally in different courses within our application platform in Facebook.
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HUANG, YU CHEN, and 黃郁蓁. "Using Behavior Learning Mechanism to Explore Gamification feature driven customer Co-creation in the online platform." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4tvb8p.

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碩士
國立臺北大學
國際企業研究所
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Recently, academics and entrepreneurs pay more attention on value co-creation, which describes cooperation between firms and users. In this study, we seek to operate Behavior Learning Mechanism to discuss co-creation in the ultimate entertainment platform. Different from past research, which mainly focuses on users’ emotion, we emphasize the impact of the environment on individual behavior. Understanding a thriving number of firms adopting game design to facilitate customer participation, we will test whether gamification design would significantly affect customer behavior or not. To deeply understand how to stimulate users engage in co-creation, this study establishes a research framework based on gamification design, persuasive knowledge, customization, self-reference, and co-creation, and addresses reasonable predicted relationship. Via online questionnaire with proportion of demographic statistic, we use SPSS and AMOS to examine relationships among variables. The result of our study indicates that persuasive knowledge is critical to online co-creation via self-reference. Additionally, practitioners should consider users’ gender and age when they employ gamification.
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Rebordão, José Herculano Cordeiro Vaz Serra. "Mentora: uma ferramenta para aprender com o apoio de um mentor." Master's thesis, 2021. http://hdl.handle.net/10400.2/10917.

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Esta dissertação apresenta o desenvolvimento do projeto de protótipo da ferramenta Mentora, da ideia ao protótipo, uma nova ferramenta de mentoring desenvolvida para apoiar grupos de indivíduos em programas de mentoria nas organizações, sejam eles grupos de trabalho em empresas ou outro tipo de instituições, sejam grupos de investigação, ou simplesmente conjuntos de pessoas que necessitam de aumentar os seus conhecimentos em torno de um ou mais temas. No enquadramento teórico, começamos por apresentar o estado da arte das teorias e soluções técnicas de apoio à aprendizagem e capacitação com a utilização de mentoring. No capítulo dedicado ao desenvolvimento do projeto descrevemos a metodologia de desenvolvimento do protótipo Mentora, as suas principais características e funcionalidades. Apresentam-se também os resultados da sua implementação experimental e os próximos passos para o seu desenvolvimento e investigação.
This dissertation presents the development of the Mentora project, from idea to prototype, a new mentoring tool developed to support groups of individuals in mentoring programs in organizations, whether they are working groups in companies or other types of institutions, research groups, or simply groups of people who need to increase their knowledge around one or more themes. In the theoretical framework, we start by presenting the state of the art of the theories and technical solutions to support learning and empowerment with the use of mentoring. In the chapter dedicated to the development of the project we describe the development methodology of the Mentora prototype, its main features and functionalities. The results of its experimental implementation and the next steps for its development and research are also presented.
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Book chapters on the topic "Gamification, learning platform"

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Dicheva, Darina, Keith Irwin, and Christo Dichev. "OneUp Learning: A Course Gamification Platform." In Lecture Notes in Computer Science, 148–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71940-5_14.

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Pal, Rituparna, and Satyajit Chakrabati. "A Gamification Model for Online Learning Platform." In Advances in Intelligent Systems and Computing, 821–27. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4367-2_78.

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Gañán, David, Santi Caballé, Robert Clarisó, and Jordi Conesa. "Evaluation of an eLearning Platform Featuring Learning Analytics and Gamification." In Advances on P2P, Parallel, Grid, Cloud and Internet Computing, 947–59. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49109-7_92.

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Zribi, Sarah, Tom Jorquera, and Jean-Pierre Lorré. "Towards a Flexible Gamification Model for an Interoperable E-learning Business Process Simulation Platform." In Enterprise Interoperability VII, 283–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30957-6_23.

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Castro, Katherine Andrea Cuartas, Íngrid Paola Hernández Sibo, and I.-hsien Ting. "Assessing Gamification Effects on E-learning Platforms: An Experimental Case." In Communications in Computer and Information Science, 3–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95522-3_1.

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Viberg, Olga, Mohammad Khalil, and Alexandros Lioliopoulos. "Facilitating Ideation and Knowledge Sharing in Workplaces: The Design and Use of Gamification in Virtual Platforms." In Learning and Collaboration Technologies. Human and Technology Ecosystems, 353–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50506-6_25.

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Aayeshah, Wajeehah, and Saba Bebawi. "The Use of Facebook as a Pedagogical Platform for Developing Investigative Journalism Skills." In Gamification, 1506–22. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch076.

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This chapter evaluates the extent to which Facebook could be used as a training and learning tool for investigative journalism students. This study is based on the deployment of Facebook as a pedagogical tool for an “Investigative Journalism” unit at Swinburne University of Technology, Melbourne, Australia. This chapter, accordingly, outlines the challenges, issues, and benefits of using Social Networking Services (SNS) as pedagogical tools for the training of future investigative journalists, which could in turn assist other instructors to make use of such online social platforms for media training. By conducting an observation of student usage of Facebook and interviewing students and tutors on their experiences from this activity, this chapter concludes that Facebook can serve as a useful online collaborative platform for investigative journalism students and as a progress monitoring tool for their instructors.
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Cleto, Barbara. "Learning Systems and Gamification." In Advances in Medical Technologies and Clinical Practice, 54–67. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7472-0.ch004.

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Given the changes that have been recently felt and the transformation of the classroom from a physical space, with one teacher and a set of students, to a mediating platform through which learning and teaching are performed online, it is necessary to get acquainted with the contexts in which these platforms are implemented and how to use them, as well as with models and systems of e-learning, b-learning, or m-learning. While looking for solutions that allow to implement and use gamification for online learning, one also intends to get acquainted with (some of) these platforms, as well as to integrate and combine “new” technologies such as augmented reality and virtual reality with gamification strategies for e-learning. In order to do so, this chapter presents a systematized reading of the studies that was carried out on this particular subject and of what has been published on this theme.
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Kamunya, Samuel Muthee, Robert Obwocha Oboko, Elizaphan Muuro Maina, and Evans Kirimi Miriti. "A Systematic Review of Gamification Within E-Learning." In Advances in Early Childhood and K-12 Education, 201–18. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4739-7.ch012.

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The focus of this study was to review and evaluate the effectiveness of gamification within e-learning platforms. The study deployed systematic literature review methodology to evaluate how effective gamification has been used within e-learning platforms. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Approach (PRISMA), starting with 366 articles, shifting to a final 34 articles for consideration. It was established that gamification positively influences and enhances learning within the e-learning platform. Therefore, the study recommends policy makers, designers, and implementers of e-learning platforms to consider incorporating gamification elements in order to increase user motivation and engagement for enhanced learning.
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Hainey, Thomas, Mario Soflano, and Thomas M. Connolly. "A Randomised Controlled Trial to Evaluate Learning Effectiveness Using an Adaptive Serious Game to Teach SQL at Higher Education Level." In Gamification, 1346–67. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch068.

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The literature suggests that every learner has a particular Learning Style (LS) and it is beneficial for the teacher and the learning approach to adapt to and accommodate these differences. The traditional classroom fails to motivate some learners and to maintain their engagement level during learning, possibly because of lack of interactivity. Computer games on the other hand seem to be able to engage participants for prolonged periods of time and motivate them to replay the game repeatedly. Some educationalists consider games as a potential platform to support learning and the term Games-Based Learning (GBL) has been introduced into the curriculum to reflect this approach. While many GBL applications have been developed, there is still a lack of empirical evidence to support its validity. Furthermore, there are very few adaptive GBL applications developed and adaptive GBL frameworks proposed. Another issue with GBL is that games engage the learners differently compared to traditional teaching approaches or eLearning and learning styles may differ inside and outside of the game. For the purpose of this research, a game with three game modes was developed. The modes were 1) non-adaptivity mode, 2) a mode that customises the game according to the learner's LS identified by a LS questionnaire, and 3) a mode with an in-game adaptive system based on a newly developed framework that can automatically adapt content according to the learner's interactions with the game. GBL has been used to teach various disciplines; however, this research focuses on teaching Structured Query Language (SQL) at Higher Education (HE). A Randomised Controlled Trial (RCT) was conducted with 30 students for each of the above game modes and another 30 students in a control group who learned SQL using a traditional paper-based approach. The results show that the game developed, regardless of mode, produced better learning outcomes than those who learned from a textbook. Particularly for adaptive GBL, learning effectiveness was identified to be higher while the learning duration was shorter compared to the other modes of the game.
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Conference papers on the topic "Gamification, learning platform"

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Barna, Balázs, and Szabina Fodor. "COMPLEX GAMIFICATION PLATFORM BASED ON MOODLE SYSTEM." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911c052.

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Ohn, May Honey, Khin Maung Ohn, Urban John D'Souza, Zainal Arifin, Vincent Pang, Zamhar Iswandono, D. Kamarudin, and Sharil Yusof. "DEVELOPMENT OF NOVEL ECG GAMIFICATION PLATFORM GAMED-ECG." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2430.

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Dicheva, Darina, Keith Irwin, Christo Dichev, and Swapna Talasila. "A course gamification platform supporting student motivation and engagement." In 2014 International Conference on Web & Open Access to Learning (ICWOAL). IEEE, 2014. http://dx.doi.org/10.1109/icwoal.2014.7009214.

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Karmanova, E. V., E. V. Chernova, and A. S. Dokolin. "Modeling Knowledge Assessment with Gamification Technology on E-Learning Platform." In 2019 International Multi-Conference on Industrial Engineering and Modern Technologies (FarEastCon). IEEE, 2019. http://dx.doi.org/10.1109/fareastcon.2019.8934089.

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Ganan, David, Santi Caballe, Robert Clariso, and Jordi Conesa. "Analysis and Design of an eLearning Platform Featuring Learning Analytics and Gamification." In 2016 10th International Conference on Complex, Intelligent, and Software Intensive Systems (CISIS). IEEE, 2016. http://dx.doi.org/10.1109/cisis.2016.42.

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Sarkar, Shubhra Prakash, Biplab Sarker, and S. K. Alalmgir Hossain. "Cross platform interactive programming learning environment for kids with edutainment and gamification." In 2016 19th International Conference on Computer and Information Technology (ICCIT). IEEE, 2016. http://dx.doi.org/10.1109/iccitechn.2016.7860198.

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Ganan, David, Santi Caballe, Robert Clariso, and Jordi Conesa. "A Prototype of an eLearning Platform in Support for Learning Analytics and Gamification." In 2016 International Conference on Intelligent Networking and Collaborative Systems (INCoS). IEEE, 2016. http://dx.doi.org/10.1109/incos.2016.33.

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Ganan Jimenez, David, Santi Caballe, Robert Clariso, and Jordi Conesa. "Towards the Effective Software Development of an eLearning Platform Featuring Learning Analytics and Gamification." In 2016 IEEE 30th International Conference on Advanced Information Networking and Applications: Workshops (WAINA). IEEE, 2016. http://dx.doi.org/10.1109/waina.2016.7.

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Sharunova, Alyona, Ahmed Ead, Christopher Robson, Misha Afaq, and Pierre Mertiny. "Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86879.

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Abstract:
With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.
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Tenório, Thyago, and Ig Ilbert Bittencourt. "A gamified peer assessment model for on-line learning environments: An experiment with MeuTutor." In XXIX Concurso de Teses e Dissertações da SBC. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/ctd.2016.9135.

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Though the on-line learning environments provide scalable and automatic ways to present a content, forums and evaluate the progress of the students, they are still limited in their ability to evaluate complex activities such as correction of essays. Facing this issue, Peer Assessment (PA) offers a powerful solution. However, a major problem found when using PA is the presence of inadequate behaviours from students, which affect the learning and evaluation system. In this sense, this paper proposes a gamified peer assessment model, where the gamification elements improvement the motivational aspect of the students. In the experiments conducted, it was concluded that there were no statistical variations between the grades obtained compared to the experts, the correction time was reduced and the cost involved decreased 72.4%. The gamification encouraged students to use the platform: increased access (+64.28%), essays performed (+10.53%) and essays corrected (+20%).
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