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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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Nam, Hyeon Woo. "Design of AI-based gamification platform for effective educational service using child behavior prediction/change." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 286–92. http://dx.doi.org/10.17762/turcomat.v12i5.899.
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Due to the advancement of advanced technologies such as artificial intelligence, robots, autonomous vehicles, healthcare, virtual reality, augmented reality, etc. and the popularization of smartphones, it stimulates customer interest and leads voluntary participation in order to maximize interactive communication in all industries The gamification strategy incorporating games began to emerge. A representative field that generates results by easily introducing such a gamification strategy is the education industry that seeks to improve the educational effect by utilizing the elements of corporate marketing strategies and games such as challenge, competition, achievement, and reward. Recently, gamification research is being conducted to effectively apply AI and big data, the core technologies of the 4th industrial revolution in all industries. Gamification is actively forming markets in Europe and the US, and it can increase customer loyalty and productivity by applying various roles applied to games in other industries as well as serious games. The purpose of this study is to design and implement a gamification service platform based on artificial intelligence technology and operate the implemented system to expand the area where the gamification service applied to the existing marketing and consulting fields can be used. The designed gamification service platform can be applied to education services that increase learning efficiency by analyzing the predicted learning attitudes of trainees, and through successful research cases, it will be able to provide immersion effect to trainees and teaching method research to educators.
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Donath, Liliana, Gabriela Mircea, and Tomislav Rozman. "E-Learning Platforms as Leverage for Education for Sustainable Development." European Journal of Sustainable Development 9, no. 2 (June 1, 2020): 1–19. http://dx.doi.org/10.14207/ejsd.2020.v9n2p1.
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The paper is a conceptual approach to education for sustainable development using an e-learning platform. It starts from the observed reality that all education stakeholders need a learning environment where they can have access to knowledge, collaborate and share their experience, as a survey conducted among students and companies in Timisoara, Romania, region shows. The proposed multi-stakeholder environment accommodates two sections: the learning environment mostly dedicated to students, trainees, tutors and mentors and the virtual sustainability centre that is dedicated to on-line meetings, workshops, counselling, etc. Durable learning is supported by a range of written digital and multimedia resources, including pre-recorded on-line tutoring, videos and games. To engage online learners, various gamification techniques were used in the course design phase, such as recording and presenting the learner’s progress, role-playing and similar. The article presents a conceptual design of the learner’s journey and a mapping from gamification concepts to Moodle LMS elements. Keywords: E-learning, education, sustainable development, gamification, LMS
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Gañán, David, Santi Caballé, Robert Clarisó, Jordi Conesa, and David Bañeres. "ICT-FLAG: a web-based e-assessment platform featuring learning analytics and gamification." International Journal of Web Information Systems 13, no. 1 (April 18, 2017): 25–54. http://dx.doi.org/10.1108/ijwis-12-2016-0074.
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Purpose The purpose of this paper is to present an innovative web-based eLearning platform called ICT-FLAG that provides e-assessment tools with general-purpose formative assessment services featuring learning analytics and gamification. Design/methodology/approach The paper reports on the technical development of the platform driven by the Reference Model for Open Distributed Processing software methodology, which guides the platform construction, including the analysis and design steps. Findings The ICT-FLAG platform is technically tested by integrating it into a real e-assessment tool. Results are positive in terms of functional and non-functional aspects as well as user’s satisfaction on usability, emotional state, thus validating the platform as a valuable educational tool. Research limitations/implications Because of the chosen technical paper as article type, validation of the impact of the ICT-FLAG platform in the learning process is not provided. Ongoing research with this platform is to measure the learning outcomes of its use in a real context of eLearning. Practical implications The paper shows implications of the main technical issues and challenges encountered during the integration of the ICT-FLAG platform with external eLearning tools, involving relevant aspects of interoperability, security, modularity, scalability, portability and so on. Originality/value This platform can fill the gap of many e-assessment systems, which currently do not have built-in analytical and gamification tools for learning, thus providing them with the experience to improve the quality of education and learning.
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de-Marcos, Luis, Antonio Garcia-Cabot, Eva Garcia-Lopez, Raúl V. Ramírez-Valarde, Antonio Moreira Teixeira, and José-Javier Martínez-Herráiz. "Gamifying Massive Online Courses: Effects on the Social Networks and Course Completion Rates." Applied Sciences 10, no. 20 (October 12, 2020): 7065. http://dx.doi.org/10.3390/app10207065.
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This paper analyzes the effects of gamification in the social network of a massive online course. An educational social-networking platform gathered information about the contributions of participants and about the social networks that were formed during the course. A gamification layer with three game elements (points, badges, and leaderboard) was then implemented in the online learning platform. Social network analysis (SNA) and principal component analysis (PCA) were used to analyze the differences between a treatment and a comparison group (N = 591 and N = 427), using a set of 20 variables for each participant which quantified contributions to the learning platform as well as position and influence in the social network. The results of SNA show that gamification influences the structure of the social network of the course. The results also suggest that the variables cluster similarly for each group and that the linear combination of variables called the first component (F1) is a good descriptor of students’ work and position in the network. F1 can be used to build predictive models of course completion. The models show that the probability of passing the course increases more rapidly in the treatment (gamified) group.
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Karram, Omar. "The Role of Computer Games in Teaching Object-Oriented Programming in High Schools - Code Combat as a Game Approach." WSEAS TRANSACTIONS ON ADVANCES in ENGINEERING EDUCATION 18 (April 2, 2021): 37–46. http://dx.doi.org/10.37394/232010.2021.18.4.
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Computer games are an effective approach that enhances student’s motivation and innovation. Many modern teaching strategies have been implemented in the process of teaching different subjects such as learn to do, explore to learn, cognitive and meta-cognitive learning, and gamification. Gamification is an effective approach to make a positive change in students' behavior and attitude towards learning, to improve their motivation and engagement. This paper presents the role of computer games in enhancing high schools computer science students’ motivation and engagement through gamification. It’s illustrated the implementation of Code Combat as a teaching model for teaching object-oriented programming (OOP) which considered a tough topic in the computer science field. Code-Combat is a gamification platform that uses games elements to make coding interesting and engaging for students. It consists of different levels, where each level covers a specific topic in computer science and structures based on object oriented methodology such as(variables, conditions, loops and recursion).
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Santo, Samuel Christoper, and Ni Made Satvika Iswari. "Design and Development of Animal Recognition Application Using Gamification and Sattolo Shuffle Algorithm on Android Platform." International Journal of New Media Technology 4, no. 1 (June 18, 2017): 46–53. http://dx.doi.org/10.31937/ijnmt.v4i1.538.
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Information and communication technology has been developed rapidly and affectedvarious aspects such as propagation of information and marketing strategy of tourist attraction. KebunBinatang Ragunan is one of tourist attraction in Indonesia. Aside from recreation area, Kebun BinatangRagunan can be a place to learn animals. However, learning animals itself tends to be less attractive and less interactive. Therefore, an application was developed as one of animal learning media to increase touristmotivation. The application developed in form of quiz game by using gamification like achievement to increase their motivation in animals learning and using Sattolo Shuffle algorithm in order to make quiz more varied. After testing, the application is known affect the Behavioral Intention to Use level around 76.96% and Immersion level around 82.43% in giving motivation and attracting tourist attention to use the application. Sattolo Shuffle algorithm successfully applied in application to produce a unique sequence of each randomized quiz.
Keywords—Achievement, Animal Recognition, Gamification, Quiz Game, Sattolo Shuffle.
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Dicheva, Darina, Keith Irwin, and Christo Dichev. "Exploring Learners Experience of Gamified Practicing: For Learning or for Fun?" International Journal of Serious Games 6, no. 3 (September 20, 2019): 5–21. http://dx.doi.org/10.17083/ijsg.v6i3.299.
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Gamification in education primarily aims at increasing learners’ motivation to engage in given learning activities and thereby promote desired learning behaviors. Despite its potential and the increasing number of gamified systems their success is still limited due to the fact that gamifying learning is a challenging process. Part of the challenge stems from an insufficient understanding of the motivational mechanisms of gamification on learners’ experience and from the insufficient attention to factors contributing to gameful experiences and promoting sustainable engagement. In addition, there is limited empirical evidence on motivational influences driving students to participate in gamified learning activities. Another factor slowing down the progress of successfully gamified applications is the scarcity of tools that would enable instructors to design and implement gamified activities as part of their instructional strategy. In an attempt to address these challenges, the present paper examines the difficulties inherent in the gamification of educational activities and how the OneUp gamification platform can support instructors in overcoming them with the mechanisms it provides for affording gameful experiences and sustainable engagement. To add to the understanding of the motivational influences towards gamified learning activities, the paper presents a preliminary study of student motivation to use OneUp for out-of-class practicing in a gamified Data Structures course. The outcomes of this study are based on data collected through a focus group, survey data, and system logs.
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Huang, Ling-Yi, and Yu-Chu Yeh. "Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills." International Journal of Game-Based Learning 7, no. 2 (April 2017): 47–62. http://dx.doi.org/10.4018/ijgbl.2017040104.
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Training in critical thinking is essential for the professional development of journalism students. To achieve this goal, this study developed a gamified platform and a blended learning curriculum. During an 18-week experimental instruction period, a series of instructional activities, which included online discussions as well as classroom lectures and discussions, were conducted to enhance 32 journalism students' critical-thinking dispositions and skills. Repeated measure analysis of variance on test scores and analyses of open questions found that the participants significantly improved their critical thinking skills and dispositions through the gamified platform with the experimental instruction in a blended learning environment. The findings suggest that providing clear goals, challenges and quests, feedback, competition and cooperation, actual grading and visible status, access/ unlocking content, onboarding time restrictions, freedom of choice, and new identities and roles, as well as avoidance of over-justification, contributes to achieving a “meaningful gamification” experience, which may further lead to self-determined learning in critical thinking.
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Калижанова, Анна, Anna Kalizhanova, Баян Ибраева, and Bayan Ibrayeva. "Gamification of Educational Process for Development of Independent Work Learners’ by Students." Scientific Research and Development. Socio-Humanitarian Research and Technology 6, no. 3 (October 12, 2017): 51–53. http://dx.doi.org/10.12737/article_59d7860b667174.84726065.
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This article focuses on the necessity and inevitability of introduction of the elements of gamification in the educational process to prevent the outflow of students from colleges or universities due to the lack of interest in obtaining the knowledge by the traditional forms of education. The authors share their experience of gamification in the educational ecosystem using a free online platform Trello Board, which provides a broad range of features to control students, maintain their level of motivation for further learning as well as develop students’ autonomy, collaboration, and higher order skills (HOTs).
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Azmi, Mohd Amir, and Dalbir Singh. "Schoolcube: Gamification for Learning Management System through Microsoft SharePoint." International Journal of Computer Games Technology 2015 (2015): 1–5. http://dx.doi.org/10.1155/2015/589180.
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A Learning Management System (LMS) is a system which acts as an integrated platform for the management of the learning process used to facilitate the process of communication between students and instructors. Although LMS is considered an important element in learning, most students do not utilise the system to its fullest extent, finding it more convenient if the activities carried out on the system are done outside the system. These factors have contributed to the issues as to why LMSs are not being used effectively and efficiently. With the accelerating pace of information technology, educational institutions should attempt to revolutionise their teaching techniques. Furthermore, combining gaming concepts can potentially increase the LMS’s usability level helping to foster healthy competition among students and increase their interest in their daily learning. With regard to this objective, a prototype was developed as a proof of concept. The prototype is a web-based software and can be accessed via the Internet at all times. The teacher monitors the students’ performance through the analysis of test results or tutorials conducted by the system. In conclusion, this study will present the modules that have been built into the system that could improve the overall process of education.
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Aziz Hussin, Anealka, Mazura Anuar, Nadiah Thanthawi Jauhari, Laura Christ Dass, and Tuan Sarifah Aini Syed Ahmad. "Using Games in an Open and Distance Learning Environment." International Journal of Modern Languages And Applied Linguistics 5, no. 2 (July 1, 2021): 70. http://dx.doi.org/10.24191/ijmal.v5i2.10901.
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Research in education has been conducted over the decades to find the best practices in learning. Although there is no one size that fits all, gamification is one element in learning that has been proven to carve a niche for itself in many aspects in education. This has led to the creation and development of various types of games to suit various needs in education. Funlinguistics is a linguistics game for students taking Language and Linguistics course. It covers topics like morphology, syntax, semantics, and pragmatics. It adopts structural gamification approach that uses Microsoft PowerPoint as the main platform with Visual Basic Applications (VBA). The game consists of questions set at different difficulty levels based on Bloom’s Taxonomy. The game can be used to in a conventional classroom as well as during synchronous Open Distance Learning (ODL) environment. It is also well received by students who indicated their liking for it through an online survey.
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Bicen, Huseyin, and Senay Kocakoyun. "Determination of university students' most preferred mobile application for gamification." World Journal on Educational Technology: Current Issues 9, no. 1 (January 2, 2017): 18. http://dx.doi.org/10.18844/wjet.v9i1.641.
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In this digital age of technological advancement, mobile applications are fastly approaching acme of development. In order to increase the efficiency of the developed applications, mobile applications which are suitable for gamification have become a contemporary issue. In this study, the applications of Kahoot, ClassDojo, Classcraft and Socrative which are suitable for gamification were examined. The study was conducted with the students in the department of preschool education at Near East University. 130 students participated in this research. The data were collected with survey method and analyzed with the SPSS program. According to the results, it was revealed that Kahoot was the mostly preferred application by students who used applications designed or suitable for the gamification method and Android was the mostly preferred operating system in the mobile devices of the students. Future research should determine the achievements, motivations and opinions of the students related with the gamification method. Besides, it can be inferred that Kahoot would be the learning platform of the future and it should be integrated into classroom activities. Keywords: Gamification, Kahoot, mobile device, operating systems.
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Zainuddin, Zamzami, and Cut Muftia Keumala. "GAMIFICATION CONCEPT WITHOUT DIGITAL PLATFORMS: A STRATEGY FOR PARENTS ON MOTIVATING CHILDREN STUDY AT HOME DURING COVID-19 PANDEMIC." PEDAGOGIK: Jurnal Pendidikan 8, no. 1 (June 11, 2021): 156–93. http://dx.doi.org/10.33650/pjp.v8i1.2174.
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The temporary closure of schools around the world to limit the spread of the COVID-19 has induced a new challenge for parents. Particularly, for those working remotely, making sure the children follow the learning schedule given by the school and keeping them occupied at home until bedtime is no obvious duty to make efforts to boost their enthusiasm. Therefore, one strategy proposed to motivate children's learning at home is to gamify their learning activities. Numerous studies have been published on the use of various digital platforms in gamification research, however, gamified systems in a non-technology environment or non-digital platform have been inadequately discussed and investigated by scholars. Thus, in this study, we will present a concise discussion on how gamified activities can be utilized in a non-tech environment. This conceptual paper employing a systematic literature review in collecting and analyzing the data. Through a review of the current empirical and conceptual literature, this study presents a new conceptual framework of the gamification concept in a non-technology environment. The study recommends that applying game-based elements or mechanics to motivate and engage children's learning can be carried out anywhere and anytime for any grade level, without waiting for high-tech supports.
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Sewelem Alalwany, Fatmah. "Enhancing Reading Skill via ReadTheory.org: Students’ Attitudes, Motivation, Autonomy and Perceptions." Arab World English Journal, no. 273 (March 15, 2021): 1–81. http://dx.doi.org/10.24093/awej/th.273.
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Studies into the use of gamification, “the use of game design elements in non-game contexts” (Deterding et al, 2011, p9) for language learning, has found positive results on language development and enhancing learner engagement toward the learning process, but they have mostly focused on the effectiveness of gamification rather on learner’s attitudes, motivation, and autonomy toward the gamified language learning experience. This research presents the results for a study into the use of a gamified reading website, Readtheory.org, that incorporates the use of gamification elements of badges, knowledge points (KPs), levels, and feedback to enhance reading comprehension. Thus, this study examines 50 undergraduate university students’ attitudes, motivation, autonomy and perceptions toward enhancing their reading skills. The data were collected from students’ interviews and questionnaires at YELI in KSA. The findings showed that students’ attitudes are high toward the gamified platform and that the utilization of Readtheory motivates students to read independently using the website inside and outside the classroom. The main advantage of Read theory is it can be easily used anywhere-anytime, a better alternative to traditional reading methods and it can be adopted to enhance student’s reading comprehension.
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Campillo-Ferrer, José-María, Pedro Miralles-Martínez, and Raquel Sánchez-Ibáñez. "Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies." Sustainability 12, no. 12 (June 12, 2020): 4822. http://dx.doi.org/10.3390/su12124822.
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This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment. According to the results of the pre- and post-tests, the integration of this game-based student response system into the teaching process improved students’ perception of certain concepts in social science teaching, increased their active participation in the lesson, and motivated them towards learning in a more interactive and stimulating environment. Therefore, it is recommended to take gamification to a whole new level with attractive digital participation platforms to increase motivation and enhance students’ learning experience in higher education contexts.
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Nordin A Rahman, M., Jazurainifariza Jaafar, M. Fadzil A Kadir, Syadiah Nor Shamsuddin, and Syarilla Iryani A Saany. "Cloud Based Gamification Model Canvas for School Information Management." International Journal of Engineering & Technology 7, no. 2.14 (April 6, 2018): 28. http://dx.doi.org/10.14419/ijet.v7i2.14.11148.
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Information management especially related to teaching and learning materials is an important application in school in order to bring education system more effective and systematic. Modern education requires fundamental changes in current education system platform for ensuring teaching method becomes more efficient. The challenges of current school information management are non-integrated system, difficulty in configuration and deployment as well as complexity of storage provision. These issues reduce the motivation among teachers to participate in sharing teaching and learning materials in school information management system. This article proposes a gamification model canvas framework for school information management under cloud computing environment. The aim is to provide a method for encouraging the teachers to share their teaching materials. Motivation element provided in model canvas method such as dynamics, behavior, component and aesthetic are used in the proposed framework. With the proposed framework, a cloud based prototype will be developed and can be used by schools.
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Zainuddin, Zamzami, Muhammad Shujahat, Samuel K. W. Chu, Hussein Haruna, and Ratna Farida. "The effects of gamified flipped instruction on learner performance and need satisfaction." Information and Learning Sciences 120, no. 11/12 (November 11, 2019): 789–802. http://dx.doi.org/10.1108/ils-07-2019-0067.
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Purpose This study aims to assess students’ learning performance and perceived need satisfaction between a gamified flipped classroom (GFC) and flipped classroom (FC) instruction in a low-tech setting. The iSpring Learn learning management system was used as a low-tech gamification application in gamifying the flipped learning class. Design/methodology/approach A quantitative research approach was used for collecting the data. Three formative assessments were used to examine students’ learning performance during the intervention period, and a post-questionnaire survey was used to support the data collection process with regard to students’ perceived needs satisfaction. In total, 56 students were involved in a non-randomised experiment with a control group design. Findings The results reveal that Assessment 1 showed no significant difference between the two intervention groups (p > 0.05), while Assessments 2 and 3 were significantly different (p < 0.05). The survey results confirm that participants in the GFC have achieved a great level of motivation because their innate psychological needs for competence, autonomy and relatedness are satisfied. Practical implications The use of game-like features can be a powerful means to produce more engaging and fun activities in the FC context. The study has confirmed that integrating the gamification concept into FC instruction by adding challenges, incentives, points and rewards to quiz questions promoted a more engaging and enjoyable experience for learners. Originality/value Gamification as a current concept of a twenty-first-century instructional skill has proven to be remarkably influential. This study suggests that the FC and gamification concept might be possibly implemented in a low-tech information environment – without the required advanced technology platform.
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Osipov, Ilya V., Alex A. Volinsky, Evgeny Nikulchev, and Anna Y. Prasikova. "Communication and Gamification in the Web-Based Foreign Language Educational System." International Journal of Web-Based Learning and Teaching Technologies 11, no. 4 (October 2016): 22–34. http://dx.doi.org/10.4018/ijwltt.2016100102.
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The paper describes development of the educational online web communication platform for teaching and learning foreign languages. The main objective was to develop a web application for teaching foreigners to understand casual fluent speech. The system is based on the time bank principle, allowing users to teach others their native language along with taking foreign language lessons. The system is based on the WebRTC technology, allowing users to access synchronized teaching materials along with seeing and hearing each other. The paper describes studies associated with user involvement in the learning/teaching process. The hypothesis whether two previously unfamiliar individuals could communicate with each other using a foreign language, based on the developed system algorithms, was tested. System virality, where new users are attracted by the existing users was also studied, along with user motivation for viral behavior. Relationships between monetization, virality and user involvement were also considered.
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Sousa-Vieira, María Estrella, Jose Carlos López-Ardao, Manuel Fernández-Veiga, Miguel Rodríguez-Pérez, and Sergio Herrería-Alonso. "An open-source platform for using gamification and social learning methodologies in engineering education: Design and experience." Computer Applications in Engineering Education 24, no. 5 (May 26, 2016): 813–26. http://dx.doi.org/10.1002/cae.21746.
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Pitoyo, Muhammad Dafit, Sumardi Sumardi, and Abdul Asib. "Gamification-Based Assessment: The Washback Effect of Quizizz on Students’ Learning in Higher Education." International Journal of Language Education 4, no. 2 (March 30, 2020): 1. http://dx.doi.org/10.26858/ijole.v4i2.8188.
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Abstract Assessment and technology are two components that are very important in education. Assessment is the core of education which provides teachers lots information from their students and technology helps to achieve the learning goal more easily. Teachers are able to take the advantages of the integration of technology and assessment to get really detail information of students test to create a good teaching process. However, there are not many teachers who really consider about assessment and the washback effect on students’ learning. Thus, this study aimed to know the washback effect of Quizizz assessment platform on students’ learning. To investigate the issue, the researcher used questionnaire, observation and in-depth interview. The data which obtained would be analyzed qualitatively. The result of the study shows that students were motivated and they wanted to learn more after doing several gamified test with Quizizz. They were interested in elements of game such as Leaderboard, Meme, Time restriction, and Test report. Keywords: Assessment, Technology, Gamified test, Elements of game, Washback effect.
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Lompoliu, Erienika Meiling. "CREB1T: A Gamification of Double Entry Accounting System Based on Android Application." CogITo Smart Journal 6, no. 1 (June 15, 2020): 107. http://dx.doi.org/10.31154/cogito.v6i1.235.107-116.
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All is altered by technology. Every aspect of our lives is now, in one way or another, heavily dependent on or seamlessly improved by technology. Different technology media, channels and resources, especially in the higher education, have greatly affected the method of pedagogy in recent years. First was computer-based learning, which has replaced most of the traditional way in reading, learning and test taking. This include the use of electronic books, videos and the computer-based exams. On the other hand, gamification has been able to enhance students' understanding of learning. From the usual monotonous reading to the recollection of a enjoyable game-like experience, which gives them the feeling of pleasure instead of pressure. The students undertaking accounting classes have a great deal to learn basic accounting including debit and credit principles – a double entry accouting system method, which are one of the essentiaal and important to the skills they have in the real world, and yet they can be repetitive, boring and tearful. The CREB1T application aimed to tackle this issue by incorporating gamification approach in the lesson and deploy it on a mobile application, a platform where most millenials students are receptive with. And since it’s on mobile students may able to learn it anywhere during their spare time giving them freedom to suit their study habit.
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Pesek, Matevž, Lovro Suhadolnik, Peter Šavli, and Matija Marolt. "Motivating Students for Ear-Training with a Rhythmic Dictation Application." Applied Sciences 10, no. 19 (September 27, 2020): 6781. http://dx.doi.org/10.3390/app10196781.
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We present the development and evaluation of a gamified rhythmic dictation application for music theory learning. The application was developed as a web application in the existing Troubadour platform for music ear training. The focus of the developed application was on user experience and engagement. With regards to the former, we developed a responsive and intuitive user interface; for the latter, we included several gamification elements and assessed the impact on the students’ engagement. We report on students’ experience analysis done through questionnaires and background data collected through the platform. We evaluated the rhythmic dictation application with the conservatory-level music theory students through A/B testing in order to independently evaluate the application’s impact. The results show a significant impact of the application on the students’ exam scores.
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Santos, Álisson Oliveira dos, Alexandre Sztajnberg, Tales Mota Machado, Daniel Magalhães Nobre, Adriano Neves de Paula e. Souza, and Leonardo Cançado Monteiro Savassi. "Desenvolvimento e Avaliação de uma Plataforma Colaborativa Digital para Educação e Tomada de Decisão Médica Baseada em Evidências." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 513–24. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190083.
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ABSTRACT The medical education for clinical decision-making has undergone changes in recent years. Previously supported by printed material, problem solving in clinical practice has recently been aided by digital tools known as summaries platforms. Doctors and medical students have been using such tools from questions found in practice scenarios. These platforms have the advantage of high-quality, evidence-based and always up-to-date content. Its popularization was mainly due to the rise of the internet use and, more recently, of mobile devices such as tablets and smartphones, facilitating their use in clinical practice. Despite this platform is widely available, the most of them actually present several access barriers as costs, foreign language and not be able to Brazilian epidemiology. A free national platform of evidence-based medical summaries was proposed, using the crowdsourcing concept to resolve those barriers. Furthermore, concepts of gamification and content evaluation were implemented. Also, there is the possibility of evaluation by the users, who assigns note for each content created. The platform was built with modern technological tools and made available for web and mobile application. After development, an evaluation process was conducted by researchers to attest to the valid of content, usability, and user satisfying. Consolidated questionnaires and evaluation tools by the literature were applied. The process of developing the digital platform fostered interdisciplinarity, from the involvement of medical and information technology professionals. The work also allowed the reflection on the innovative educational processes, in which the learning from real life problems and the construction of knowledge in a collaborative way are integrated. The assessment results suggest that platform can be real alternative form the evidence-based medical decision-making.
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Santos, Álisson Oliveira dos, Alexandre Sztajnberg, Tales Mota Machado, Daniel Magalhães Nobre, Adriano Neves de Paula e. Souza, and Leonardo Cançado Monteiro Savassi. "Development and Evaluation of a Crowdsourcing Platform for Education and Evidence-Based Medical Decision-Making." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 513–24. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190083.ing.
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ABSTRACT The medical education for clinical decision-making has undergone changes in recent years. Previously supported by printed material, problem solving in clinical practice has recently been aided by digital tools known as summaries platforms. Doctors and medical students have been using such tools from questions found in practice scenarios. These platforms have the advantage of high-quality, evidence-based and always up-to-date content. Its popularization was mainly due to the rise of the internet use and, more recently, of mobile devices such as tablets and smartphones, facilitating their use in clinical practice. Despite this platform is widely available, the most of them actually present several access barriers as costs, foreign language and not be able to Brazilian epidemiology. A free national platform of evidence-based medical summaries was proposed, using the crowdsourcing concept to resolve those barriers. Furthermore, concepts of gamification and content evaluation were implemented. Also, there is the possibility of evaluation by the users, who assigns note for each content created. The platform was built with modern technological tools and made available for web and mobile application. After development, an evaluation process was conducted by researchers to attest to the valid of content, usability, and user satisfying. Consolidated questionnaires and evaluation tools by the literature were applied. The process of developing the digital platform fostered interdisciplinarity, from the involvement of medical and information technology professionals. The work also allowed the reflection on the innovative educational processes, in which the learning from real life problems and the construction of knowledge in a collaborative way are integrated. The assessment results suggest that platform can be real alternative form the evidence-based medical decision-making.
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Vokáčová, Martina, Jakub Jehlička, Jan Bičovský, and Eva Lehečková. "V kůži posledního mluvčího. Gamifikace výstavy o jazykové diverzitě." Muzeum Muzejní a vlastivedná práce 58, no. 1 (2021): 22–34. http://dx.doi.org/10.37520/mmvp.2020.003.
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In this paper, we deal with the presentation of the topics of the diversity, endangerment, extinction, documentation and preservation of the world’s languages to the primary and secondary school students via experiential education. We present an interactive exhibition titled “Linguistic biosphere” accompanied by an escape game “The last speaker”. The exhibition and the escape game were organized by the educational platform Library of Languages for the 2019 European Day of Languages festival in Kampus Hybernská. The paper describes how the current approaches to linguistic diversity and the principles of experiential learning theory and gamification were utilized in the design of the particular components of the exhibition and the escape game.
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Tobarra, Llanos, Alejandro Utrilla, Antonio Robles-Gómez, Rafael Pastor-Vargas, and Roberto Hernández. "A Cloud Game-Based Educative Platform Architecture: The CyberScratch Project." Applied Sciences 11, no. 2 (January 16, 2021): 807. http://dx.doi.org/10.3390/app11020807.
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The employment of modern technologies is widespread in our society, so the inclusion of practical activities for education has become essential and useful at the same time. These activities are more noticeable in Engineering, in areas such as cybersecurity, data science, artificial intelligence, etc. Additionally, these activities acquire even more relevance with a distance education methodology, as our case is. The inclusion of these practical activities has clear advantages, such as (1) promoting critical thinking and (2) improving students’ abilities and skills for their professional careers. There are several options, such as the use of remote and virtual laboratories, virtual reality and game-based platforms, among others. This work addresses the development of a new cloud game-based educational platform, which defines a modular and flexible architecture (using light containers). This architecture provides interactive and monitoring services and data storage in a transparent way. The platform uses gamification to integrate the game as part of the instructional process. The CyberScratch project is a particular implementation of this architecture focused on cybersecurity game-based activities. The data privacy management is a critical issue for these kinds of platforms, so the architecture is designed with this feature integrated in the platform components. To achieve this goal, we first focus on all the privacy aspects for the data generated by our cloud game-based platform, by considering the European legal context for data privacy following GDPR and ISO/IEC TR 20748-1:2016 recommendations for Learning Analytics (LA). Our second objective is to provide implementation guidelines for efficient data privacy management for our cloud game-based educative platform. All these contributions are not found in current related works. The CyberScratch project, which was approved by UNED for the year 2020, considers using the xAPI standard for data handling and services for the game editor, game engine and game monitor modules of CyberScratch. Therefore, apart from considering GDPR privacy and LA recommendations, our cloud game-based architecture covers all phases from game creation to the final users’ interactions with the game.
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Souza-Júnior, A. A., A. P. Silva, T. A. Silva, and G. P. V. Andrade. "A proposal of collaborative education for biochemistry and cell biology teaching." Revista de Ensino de Bioquímica 13 (August 24, 2015): 30. http://dx.doi.org/10.16923/reb.v13i2.598.
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INTRODUCTION: Currently students grow up in a world of digital tools that allow you to connect instantly with the world. At the same time, teachers face several challenges to increase student interest and learning efficiency. One such challenge is the pedagogical commitment of the density of biochemistry and cell biology contents, producing a conflict scenario, between meeting content and maintain the class quality. OBJECTIVES: From this perspective, this study aimed to evaluate the learning biochemistry and cell biology contents in high school classes of IFRN, using collaborative and digital tools in the Moodle. MATERIAL AND METHODS: The contents were offered using various tools such as video lectures, forums, questionnaires, portfolios, glossaries and electronic books. Then these tools were evaluated using an electronic form. In addition to the tools, we evaluated the platform interaction, the performance of activities and the content gamification. RESULTS: The quantitative results revealed directly proportional relationship of the interaction of Moodle with the performance of activities. The content gamification was also assessed positively, with 61% of students considered good, very good or excellent. The best evaluated tools were video lectures, with 31% preference, and questionnaires, with 24%; followed by electronic book, with 10%, and portfolio, with 5.5%. The other tools totaled 30% of the preference. Qualitative results revealed an educational gain of content, because the student lived the experience of teaching and learning collaboratively. In addition, these tools decreased conflicts between content and schedule. CONCLUSION: Thus, the use of information and communication technology (ICT) in a collaborative learning provides relevant results, bringing the reality of the world connected to the classroom. In addition, it assists in defining the content and creative development of a strategy for the construction of the concepts applied to biochemistry and cell biology teaching.
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Sartini, Sri. "Kahoot in Maritime English Teaching: Its Impact on Nautical Science Cadet’s Oral Reproduction and Vocabulary." English Language Teaching Educational Journal 3, no. 1 (April 29, 2020): 41. http://dx.doi.org/10.12928/eltej.v3i1.1667.
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This type of research was Participatory Action Research using the Denzin and Lincoln (2005) model which consists of the Kahoot pre-action cycle and post-action cycle. This study aimed to examine the use of Kahoot Platform in Maritime English learning. It improved the speaking skill of nautical science cadets by the increasing number of maritime vocabularies as an indication. The results of this study described that the use of Kahoot quiz made learning experienced in the classroom very interactive, interesting, and effective, because of the two cycles carried out increased from the beginning of the cycle to the next cycle marked by the increasing number of correct answers done by the cadets. Thus, their vocabulary mastery increased as well. Kahoot not only increased vocabularies that supported cadet’s speaking skill initiated by the correct oral reproduction, but also increased cadet’s enthusiasm in learning Maritime English. In conclusion, the use of online gamification-based Kahoot quiz toward nautical science cadets at Sekolah Tinggi Maritim Yogyakarta had a significant impact on vocabulary mastery for effective communication skills.
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Willig, James, Jennifer Croker, Brian Wallace, David Dempsey, Brian Wallace, and David Redden. "2440 Teaching rigor, reproducibility, and transparency using gamification." Journal of Clinical and Translational Science 2, S1 (June 2018): 61. http://dx.doi.org/10.1017/cts.2018.227.
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OBJECTIVES/SPECIFIC AIMS: The objectives for the Rigor, Reproducibility, and Transparency course within KAIZEN-Edu was to provide a platform that allows essential training, in a novel and customizable approach, for a large number of students across the multiple institutions within the UAB CCTS Partner Network. Successful implementation across this geographically diverse of partner institutions would serve as proof of concept to future dissemination across the CTSA consortium. METHODS/STUDY POPULATION: We used the “build a game” tools within Kaizen-Edu to design the “Rigor and Reproducibility Game.” The games consisted of four modules, with 20 questions designed to test participant knowledge, and edify learners on particular concepts through a multimedia approach (embedded video, text, and hyperlinks to articles) with content provided as questions released over 4 weeks. Researchers from across the UAB CCTS Partner Network developed comprehensive modules for (1) How Scientists Fool Themselves/Scientific Premise, (2) Authentication of Chemical and Biologic Resources and Sex and Other Biologic Variables, (3) Statistical Rigor, and (4) Comprehensive Review. A typical week began with review articles (1–2) sent to each participant. The participants are informed that 5 questions will be released midweek testing the key concepts from the papers. When ready, the participant logs into Kaizen-Edu and starts to answer questions/play the game. Immediately, the articles are opened for reference, followed by a brief 4–5 minute video which reinforces key concepts and then timed questions begin. A typical question is allowed 3 minutes (visible countdown clock). Accurate responses result in the addition of points, with double points awarded for correct answers within the questions time limit. No points are awarded for incorrect answers. After each question, a detailed explanation reviews and reinforces the key concepts. Each participants’ points contribute to both their individual score and team scores, which influences their position on the Rigor and Reproducibility game leaderboard. RESULTS/ANTICIPATED RESULTS: Within 2017, the Rigor Reproducibility, and Transparency course was conducted 5 times. A total of 126 researchers across 9 institutions were enrolled. A total of 87 enrollees completed the full course, with 80% passing (answering ≥75% of questions correctly) on their first attempt and an additional 20% passing on a second attempt. The distribution of completers across the CCTS Network was UAB=48, Auburn=13, Pennington=10, University of Alabama=5, Hudson Alpha=5, Tulane=4, University of South Alabama=1, LSU=2, and Southern Research=1. Researchers throughout at Partner Institutions represent 46% of the total population trained. DISCUSSION/SIGNIFICANCE OF IMPACT: This software based, gamification-enhanced course was broadly accepted with each session fully enrolled, and learners spread almost evenly between our institution and various Partner Network sites. Our pilot proved that gamification was an effective technique to engage users and produced a high pass rate, suggesting that the content both engaged learners and was effectively internalized. Educational interventions, imbued with principles of gamification provide educators powerful tools that use competition and/or collaboration to disseminate knowledge, engage learners with content, and save educator time as created game content can be reused in additional educational sessions. Analyses of the data trail provided by users engaging with such electronic learning tools will provide educators will insights on how to maximize learning, opening the door to an era of educational analytics.
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Mairittha, Nattaya, Tittaya Mairittha, Paula Lago, and Sozo Inoue. "CrowdAct." Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies 5, no. 1 (March 19, 2021): 1–32. http://dx.doi.org/10.1145/3432222.
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In this study, we propose novel gamified active learning and inaccuracy detection for crowdsourced data labeling for an activity recognition system using mobile sensing (CrowdAct). First, we exploit active learning to address the lack of accurate information. Second, we present the integration of gamification into active learning to overcome the lack of motivation and sustained engagement. Finally, we introduce an inaccuracy detection algorithm to minimize inaccurate data. To demonstrate the capability and feasibility of the proposed model in realistic settings, we developed and deployed the CrowdAct system to a crowdsourcing platform. For our experimental setup, we recruited 120 diverse workers. Additionally, we gathered 6,549 activity labels from 19 activity classes by using smartphone sensors and user engagement information. We empirically evaluated the quality of CrowdAct by comparing it with a baseline using techniques such as machine learning and descriptive and inferential statistics. Our results indicate that CrowdAct was effective in improving activity accuracy recognition, increasing worker engagement, and reducing inaccurate data in crowdsourced data labeling. Based on our findings, we highlight critical and promising future research directions regarding the design of efficient activity data collection with crowdsourcing.
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Padilla-Zea, Natalia, Stefania Aceto, and Daniel Burgos. "Training on Social Economy Entrepreneurship." Journal of Information Technology Research 13, no. 3 (July 2020): 156–73. http://dx.doi.org/10.4018/jitr.2020070110.
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Social PlaNet is a gamified learning platform to train social economy entrepreneurship, which has been developed in the Social Seducement Erasmus+ project. The main aim of this project is offering a labour option to long-term unemployed people in scenarios with poor working offers by promoting self-employment and local development. As a result of the shared work of partners from different disciplines, Social PlaNet has been developed based on the selection of a good pedagogical approach, the challenges of managing disadvantaged groups of people and the need to increase motivation while keeping the process similar to reality. From this research, the gamification approach inserted in a graphic scenario has been revealed as a good option to promote the acquisition of soft and inter-personal skills. Furthermore, the figure of facilitator is a engine to foster, guide and monitor the group of these groups of potential social entrepreneurs.
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Nordin A Rahman, M., WM Khairi, and W. Awang. "Improving Information management in resource as a service framework using gamification technique: a case study in Institut Pendidikan Guru Malaysia." International Journal of Engineering & Technology 7, no. 2.14 (April 6, 2018): 70. http://dx.doi.org/10.14419/ijet.v7i2.14.11159.
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The issue of information management is crucial for any academic institution. Convenient access to requested content is creating a competitive advantage for different types of decisions. Information management process in Institut Pendidikan Guru (IPG) often create problems because there is no systematic way of storage management. IPG lecturers stored their teaching materials in different kind of methods. This situation cause in a loss of resources, difficult to retrieve and also cannot be identified when it's needed. Dealing with large volumes of resources it is essential to use technological solutions that enable flexible storage, retrieval, processing and interpreting information. To solve the problems, this article introduced a framework that use single platform and named as Information Sharing for Learning (IS4L) for managing teaching and learning resources in IPG. The resources will be stored and can be accessed at any time. The framework also applied the technique of gamification to motivate and encourage users to use the application and consequently will increase the volume of resources stored. The developed application based on the proposed framework could help to motivate and engage peoples to share their resources and enhance quality of services in IPG. Finally it could assist to improve the performance and effectiveness of services to achieve users’ satisfaction.
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John, Philip Wilson, Maslawati Mohamad, Siti Nur Diyana Mahmud, and Nurul Izzati Md Fuad. "The Perceptions of Tertiary Level Learners on the Use of Mobile App ‘Balloon Vocabulary’ in Improving Vocabulary for Reading Comprehension." Theory and Practice in Language Studies 11, no. 9 (September 1, 2021): 1007–17. http://dx.doi.org/10.17507/tpls.1109.05.
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The challenges that the English as a Second Language (ESL) learners encounter during the reading process impede their reading comprehension. During the reading process, they need to pick up the information and stimulation around the text to comprehend it. Learners with a low vocabulary repertoire usually face difficulties to understand the lengthy text. Therefore, in this study, a mobile application labelled ‘Balloon Vocabulary’ was developed to help Ibanese tertiary learners to enjoy their reading and develop their vocabulary repertoire. This study employed a mixed-method approach that aimed to seek the perceptions of 125 tertiary level Iban learners on the usage of ‘Balloon Vocabulary’ towards improving their vocabulary repertoire. This study was also embarked to discover the learners’ performance after they completed both pre-test and post-test by using the application. Descriptive and inferential analyses were used to analyze the data. The qualitative data were analyzed and transcribed into themes. From the findings, the process of experiencing gamification and language games has led the learners to discover their skill related to vocabulary. Furthermore, their passion for learning was increased due to the involvement of technology in learning. This application is hoped to serve as a potential platform for learners to gain new experience dealing with new technological ways of learning English. Then, it will tread a new path for teachers as they will be able to attract learners’ attention and realign their focus to achieve desired content in learning.
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Jones, Carolynn T., Penelope Jester, Jennifer A. Croker, Jessica Fritter, Cathy Roche, Brian Wallace, Andrew O. Westfall, David T. Redden, and James Willig. "Creating and testing a GCP game in an asynchronous course environment: The game and future plans." Journal of Clinical and Translational Science 4, no. 1 (October 29, 2019): 36–42. http://dx.doi.org/10.1017/cts.2019.423.
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AbstractIntroduction:The National Institute of Health has mandated good clinical practice (GCP) training for all clinical research investigators and professionals. We developed a GCP game using the Kaizen-Education platform. The GCP Kaizen game was designed to help clinical research professionals immerse themselves into applying International Conference on Harmonization GCP (R2) guidelines in the clinical research setting through case-based questions.Methods:Students were invited to participate in the GCP Kaizen game as part of their 100% online academic Masters during the Spring 2019 semester. The structure of the game consisted of 75 original multiple choice and 25 repeated questions stemming from fictitious vignettes that were distributed across 10 weeks. Each question presented a teachable rationale after the answers were submitted. At the end of the game, a satisfaction survey was issued to collect player satisfaction data on the game platform, content, experience as well as perceptions of GCP learning and future GCP concept application.Results:There were 71 total players who participated and answered at least one question. Of those, 53 (75%) answered all 100 questions. The game had a high Cronbach’s alpha, and item analyses provided information on question quality, thus assisting us in future quality edits before re-testing and wider dissemination.Conclusions:The GCP Kaizen game provides an alternative method for mandated GCP training using principles of gamification. It proved to be a reliable and an effective educational method with high player satisfaction.
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N.O., Prykhodkina. "GAMIFICATION AS AN EFFECTIVE TECHNOLOGY FOR STUDENT MEDIA LITERACY DEVELOPMENT: US EXPERIENCE." Collection of Research Papers Pedagogical sciences, no. 92 (January 29, 2021): 84–90. http://dx.doi.org/10.32999/ksu2413-1865/2020-92-14.
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The USA is a leader in the production of computer and online games for use in the educational process of schools.Purpose. The article examines the experience of the United States of America on the use of gamification technology for the development of student media literacy. The author explains the effectiveness of the gamification method.Methods. The specific search, systemic methods, methods of logical-historical analysis, comparison, generalization, and study of scientific approaches to the selected problematic were used in the process of research.Results. The author analyzed Globaloria. It is an online learning platform for teaching students to design, prototype, and code educational web/mobile games and simulations using industry standard technologies. Globaloria is used to develop media literacy at the schools of the United States of America. The article presents a selection of games for the development of media literacy. In particular, the article describes the possibilities of using the online game “Factitious", the essence of which is to determine the reliability of information. The simulation online game “Newsfeed defenders” is offered to increase the level of literacy in social networks and news. The online games “Fakey” and “Interland” teach students how to properly disseminate latest news on social networks. The online educational game “BBC Reporter” teaches children to spot misinformation on the Internet. The author suggests using the educational game “Go Viral!” to teach students to separate facts from fakes about Covid-19. “Be Internet awesome” contains several games: “Mindful mountain”, “Tower of treasure”, “Reality river”, “Reality river”, “Kind kingdom”. These games teach children to create strong passwords, to display fake profiles and phishing, to be kind to others and report cyber bullies.Conclusions. The educational online-games for the development of media literacy appear every yearin the United States. Gamification is an effective method for developing students’ skills in media literacy and critical thinking, preparing them for a life that is oversaturated with digital information.Key words: media education, game, online game, educational process, students, fake, educational platform, manipulation, digital technologies. США є лідером з виробництва комп’ютерних та онлайн-ігор для використання в освітньому процесі закладів середньої освіти. Мета статті – проаналізувати досвід Сполучених Штатів Америки щодо використання технології гейміфікації для розвитку медіаграмотності учнів.Методи. У процесі дослідження використано конкретно-пошуковий та системний методи, методи логі-ко-історичного аналізу, порівняння, узагальнення, вивчення наукових підходів до вибраної проблематики.Результати. Авторкою проаналізована Globaloria – онлайн-навчальна платформа, орієнтована на навчальні програми K-12, щоб навчити учнів розробляти, створювати прототипи та кодувати навчаль-ні веб-/мобільні ігри та моделювати за допомогою стандартних галузевих технологій. У статті пода-но добірку ігор, що використовуються у закладах середньої освіти для розвитку медіаграмотності. Зокрема, описано можливості використання онлайн-ігор “Factitious”, “Newsfeed defenders”, суть яких полягає у визначенні достовірності інформації, зокрема, у соціальних мережах і новинах. У “Fakey” та “Interland” учні можуть проходити вікторини, що містять останні новини, вчаться правильно поши-рювати їх у соціальних мережах. Онлайн-ігри “BBC Іreporter”, “Go Viral!” навчають дітей віком від 11 до 18 років виявляти дезінформацію в Інтернеті, відокремлювати факти від вигадок (фейків) про Covid-19. “Be Internet awesome” містить міні-ігри “Mindful mountain”, “Tower of treasure”, “Reality river”, “Kind kingdom”, де учні вчаться обмінюватися інформацією в Інтернеті тільки з тими, кому вони довіряють, створювати надійні паролі, виявляти підроблені профілі і фішинг.Висновки. Для розвитку медіаграмотності школярів у США з кожним роком з’являється все біль-ше ресурсів, інструментів та навчальних ігор. Ефективність методу гейміфікації пояснюється тим, що у разі його використання інформація засвоюється на підсвідомому рівні. Гейміфікація є ефективним методом для розвитку в учнів навичок медіаграмотності та критичного мислення, підготовки їх до життя, перенасиченого цифровою інформацією.Ключові слова: медіаосвіта, гра, онлайн-гра, освітній процес, учні, фейк, навчальна платформа, маніпуляція, цифрові технології.
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Matsubara, Mariko, and Haruyo Yoshida. "FOSTERING AUTONOMOUS LEARNERS OF VOCABULARY ACQUISITION USING CONTENT-BASED ICT METHODS." Humanities & Social Sciences Reviews 6, no. 1 (May 10, 2018): 36–43. http://dx.doi.org/10.18510/hssr.2018.617.
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Purpose: This paper investigated that (1) the effective use of content-based ICT methods of vocabulary acquisition through reading activities, and (2) the encouragement of learner's vocabulary building up autonomous learning. A considerable number of studies have been conducted on vocabulary acquisition in the EFL field in Japan,and researchers advocate vocabulary knowledge is the most important factor contributing to reading comprehension, yet, a firm effective pedagogy has not been established. In fact, university students encounter difficulties in reading comprehension because of their deficiencies in vocabulary knowledge during English reading class.
Methodology: The free applications, Quizlet and Kahoot!, were adopted to incorporate language-focused learning while adding some gamification aspects to aid in vocabulary acquisition. The experiment was conducted in a Japanese undergraduate first-year reading class over an 11-week period. Quizlet was used for vocabulary learning prior to the reading class. Students were given multiple-choice vocabulary Cloze tests of new words from the textbook using Kahoot!, a free game-based educational platform.
Main Findings: The results of this study indicated that content-based vocabulary instruction using ICT is effective and improves learner’s academic performance in vocabulary acquisition. Moreover, questionnaires were thoroughly reviewed and uncovered that students felt they developed more autonomy and this enhanced their motivation for vocabulary learning.
Implications: In view of this study, ICT methods closely related to reading contexts and a variety of applications for vocabulary acquisition and improvement of reading performance should be introduced in EFL classrooms.
Originality: This study was conducted in a Japanese undergraduate first-year reading class by author researcher.
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Chen, Li, Dirk Ifenthaler, and Jane Yin-Kim Yau. "Online and blended entrepreneurship education: a systematic review of applied educational technologies." Entrepreneurship Education 4, no. 2 (April 16, 2021): 191–232. http://dx.doi.org/10.1007/s41959-021-00047-7.
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AbstractThe supply and demand of entrepreneurship education at university level commenced in 1938. With the proven entrepreneurial effectiveness in economic development and the efforts of scholars, policymakers and other stakeholders, competencies in entrepreneurship are becoming a set of essential learning objectives. In the digital era, entrepreneurship education can be made available in an online and blended format. Thereby, this study presents a systematic analysis of research focusing on blended and online entrepreneurial learning and teaching. Based on five keywords, collating an initial set of 121 articles, this systematic review details the research outcomes of the resulting set of 38 published research articles/contributions, where each described a specific online and blended learning environment. We obtained and analyzed the following information from each of these articles: definition of entrepreneurship education, context of study, methodology, applied technology, focused group, sample, outcome of entrepreneurship education and research rigor. Our findings showed that the current research status and achievements scholars have contributed in educational technologies utilized by online and blended entrepreneurship education can be summarized into three categories: social media, serious games and Massive Open Online Courses. In order to compare these technologies, we selected five examples from three educational technologies and utilized a marking sheet for evaluation and assessment. In general, it was found that Wiki was used to discuss entrepreneurial concepts and that Facebook was the most common social software in entrepreneurship education. In terms of serious games, FLYGBY and SimVenture facilitated the gamification and enjoyment of entrepreneurship activities the most. Finally, as Massive Open Online Courses platform, Coursera offers plenty of/online entrepreneurship education courses. In a nutshell, in online and blended entrepreneurship education, social media was utilized to facilitate cooperation amongst participants; serious games were used to enhance students’ enjoyment and engagement; and Massive Open Online Courses provided a platform as well as high-quality learning resources, anywhere anytime. Hence, each technology has advantages and challenges when we apply it to entrepreneurship education. We conclude that instructors and learners need to successfully compare and choose the most appropriate combination of technologies to achieve entrepreneurial course aims.
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Murawski, Matthias, Md Tawhid Hasan, and Markus Bick. "Five Years of Kahoot! in the Classrooms – What does Research Tell Us?" EDEN Conference Proceedings, no. 1 (June 16, 2019): 509–17. http://dx.doi.org/10.38069/edenconf-2019-ac-0057.
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One of the current major trends in education is the integration of innovative technology. In this context, gamification – which encompasses the integration of game elements in non-gaming systems (Licorish, Owen, Daniel, George, 2018) – plays an important role. In this paper, we consider one specific game-based learning tool: Kahoot! (Existing literature uses both options, Kahoot and Kahoot!. We select the latter as the exclamation mark belongs to the term.), which can be classified as a student response system (Plump LaRosa, 2017). Although there are similar tools such as Socrative (www.socrative.com), Kahoot! proved to be the most played one. As stated on the company website (https://kahoot.com/company/, accessed January 29, 2019), Kahoot! reached more than 70 million unique monthly active users at the end of 2017. Around 60% of them were from the United States of America but the tool has been played all over the world. There are 60 million games available, and a total of 2 billion players have played on the Kahoot! platform since its launch. Aside from classroom settings, 97% of Fortune 500 companies use Kahoot! as of October 2018. Kahoot! was founded in Norway and published in September 2013. Thus, when preparing this article in late 2018, it has been in the classrooms for around five years.
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Boutis, K., M. Pecarcic, and M. Pusic. "MP20: ImageSim - performance-based medical image interpretation learning system." CJEM 20, S1 (May 2018): S47. http://dx.doi.org/10.1017/cem.2018.174.
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Introduction: Medical images (e.g. radiographs) are the most commonly ordered tests in emergency medicine. As such, emergency medicine physicians are faced with the task of learning the skill of interpreting these images to an expert performance level by the time they provide opinions that guide patient management decisions. However, discordant interpretations of these images between emergency physicians and expert counterparts (e.g. radiologists) is a common cause of medical error. In pediatrics, this problem is even greater due to the changing physiology with age. Methods: ImageSim (https://imagesim.com/) is an evidence-based on-line learning platform derived and validated over an 11 year period (https://imagesim.com/research-and-efficacy/). This learning system incorporates the concepts of cognitive simulation, gamification, deliberate practice, and performance-based competency in the presentation and interpretation of medical images. Specifically, ImageSim presents images as they are experienced in clinical practice and incorporates a normal to abnormal ratio is representative of that seen in emergency medicine. Further, it forces the participant to commit to the case being normal or abnormal and if abnormal, the participant has to visually locate the specific area of pathology on the image. The participant submits a response and gets text and visual feedback with every case. After each case, the participant gets to play again until they reach a desired competency threshold (80% is bronze resident; 90% silver staff emergency medicine physician; 97% gold radiologist). Importantly, the learning experience also emphasizes deliberate practice such that the learning system provides hundreds of case examples and therefore each participants performance has the opportunity to improve along their individual learning curve. Results: Course selection was made based on known medical image interpretation knowledge gaps for practicing emergency physicians. Currently, ImageSim live courses include pediatric musculoskeletal radiographs (2,100 cases, 7 modules) and pediatric chest radiographs (434 cases). In 2018, we will also release a pediatric point-of-care ultrasound course (400 cases, 4 modules) and the pre-pubertal female genital examination (150 cases). For a demo, go to https://imagesim.com/demo/. Using ImageSim, the deliberate practice of about 120 cases (1 hour time commitment) increases accuracy on average by 15%. Currently integrated into 10 emergency medicine training programs and there are about 300 continuing medical education world-wide participants. Conclusion: While acquiring mastery for these images may take years to acquire via clinical practice alone, this learning system can potentially help achieve this in just a few hours.
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Hanggara, Buce Trias, Noveria Anggraeni Fiaji, and Prima Zulvarina. "Aksara: Interactive Digital Pocket Books as an Effort to Increase Politeness in Language." Journal of Information Technology and Computer Science 5, no. 2 (July 29, 2020): 151. http://dx.doi.org/10.25126/jitecs.202052156.
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Research and development of AKSARA: interactive digital pocketbooks, focusing on the development of a mobile application based on ethics of politeness and academic corruption, introduced as a form of early learning for Brawijaya University students. This research method was a mixed-method type. The development of digital pocketbooks was using a Recursive, Reflective, Design and Development model or can be abbreviated as R2D2. In the development of digital pocketbooks, the focus was on the three development focuses of R2D2, namely (1) Focus on determination; (2) Focus on developing product design, as well as its trials, and; (3) Focus on dissemination in accordance with the context of the development’s environment and needs. The results from the research and development process was a pocketbook app using mobile platform, which makes the product more ubiquitous. Applying the concept of gamification, this application has several interesting functions that stimulate user interaction. AKSARA provides ethics of politeness and academic corruption materials which are divided into systematic chapters and subchapters, each of them contains a quiz to measure user's understanding of the material. The correctness of answers and speed in answering the question determined the points received by users which can decide the user’s level and its ranking in the leaderboard. Users can also share their profiles in social media such as Instagram and Facebook.