Relevant bibliographies by topics / Gamification of learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Gamification of learning'

Author: Grafiati
Published: 28 May 2022
Last updated: 30 May 2022

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Journal articles on the topic "Gamification of learning"

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Et al., Bilqis Firyal Nabilah. "“ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5139–52. http://dx.doi.org/10.17762/pae.v58i1.1735.

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This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.
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Palaniappan, Kavitha, and Norah Md Noor. "Gamification Strategy to Support Self-Directed Learning in an Online Learning Environment." International Journal of Emerging Technologies in Learning (iJET) 17, no. 03 (February 18, 2022): 104–16. http://dx.doi.org/10.3991/ijet.v17i03.27489.

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This research measures the effect of gamification on learners’ academic performance, investigate their self-directed learning level within an online gamification learning environment and identify the relationship between learners self-directed learning level and their gamification learning experience. Pre-experimental research (single group) was carried out for a duration of 5 weeks among a group of 29 undergraduate year 2 learners from a non-major computer science course undertaking basic programming language subject. The learners SDL and knowledge on the subject was measured with a questionnaire and assessment test before and after the gamification learning intervention. A gamification experience questionnaire was used to evaluate their gamification learning experience after the intervention. The learning environment was infused with gamification in the form of competition to earn points, leaderboard ranks and python programmer badge. The learner’s academic performance has significantly improved (p=0.000 < 0.05) after the gamification injection. Leaners self-directed learning level also increased and there is a significant difference before (M=3.59) and after (M=4.22) the gamification strategy (p=0.000 < 0.05) imposed. Self-management, motivation and self-monitoring were all at high level with significance before and after (p=0.000 < 0.05) the gamified learning activities. Overall, the gamification strategy used in the online learning environment shows a positive influence to support learner’s self-directed learning.
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Özdamli, Fezile, and Dlgash Faran Yazdeen. "GAMIFICATION IN COMPUTER SCIENCE COURSES: A LITERATURE REVIEW." Near East University Online Journal of Education 4, no. 2 (September 8, 2021): 90–106. http://dx.doi.org/10.32955/neuje.v4i2.345.

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The complicated, boring problems in computer science learning make them lack motivation during the COVID-19 pandemic. The further exciting and appealing educational setting is the more significant learners' participation in the learning challenge. A traditional setting was not appealing too much, creating a dull environment that has no learning motivation. Gamification is often used as an instrument for motivating learners and increasing their commitment. A study analyzes several previous research types in this field to assess gamification's effect on higher education students in a computer science course. The results conclude that gamification enhances the interest and encouragement of the learners. Also, it improves computer science curriculum training and knowledge of a complicated topic, providing learners with optional barriers. While they are beneficial, pedagogical games may have drawbacks that impact either emotionally and physically learners. The most popular gamification elements used during computer science classes were badges, leaderboards, score, level, and feedback. They were the most commonly known feature of the game in learning computer science. Implementing components of gamification in education is a resource that can motivate learners in computer science education. Gamification can give positive outcomes for student's achievement and the teaching and learning process framework, which teachers increasingly accept. Further research is required to determine if this transforms into an effect on finished performance and governs particular group impacts. Students' academic achievement and results in the computer science curriculum must develop a broader amount of knowledge on the utility through gamification.
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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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Minaudo, Massimiliano. "Gamification, learning & marketing." International Robotics & Automation Journal 6, no. 3 (July 9, 2020): 103–4. http://dx.doi.org/10.15406/iratj.2020.06.00208.

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Chan, Sumie, and Noble Lo. "Gamification in Virtual Learning in Tertiary Classrooms." International Journal of Languages, Literature and Linguistics 8, no. 1 (March 2022): 5–13. http://dx.doi.org/10.18178/ijlll.2022.8.1.314.

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This research investigates the effectiveness and impacts of gamification in virtual learning in tertiary classrooms in Hong Kong. The study focuses on the transformation of physical and psychological behaviours of teachers in English across curriculum and university students towards game-based learning and their adaptability; the ease of applicability and popularity of various gaming tools in relation to both the educators and learners’ technological literacy and training received, as well as equipment support offered by educational institutions. The paper also explores the possibility and limitations of gamification in virtual classrooms. This accelerates future course development with corresponding changes towards course redesign and assessment restructuring with a switch to a new form of digital learning experience as the trend. The study thus provides a framework to the application of gamification in other language subjects and contexts in classroom learning across the globe, with reference to the motivational force and interactive learning.
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Zaric, Nadja, Rene Roepke, Vlatko Lukarov, and Ulrik Schroeder. "Gamified Learning Theory: The Moderating role of learners' learning tendencies." International Journal of Serious Games 8, no. 3 (September 17, 2021): 71–91. http://dx.doi.org/10.17083/ijsg.v8i3.438.

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The Gamified Learning Theory implies that gamification does not affect learning directly but stimulates a learning-related behavior in a mediating or moderating process. A learner-related behavior can, to some extent, be predicted based on the way learners tend to perceive, understand and utilize information. These different ways of learning are known as learning tendencies. This study investigates the moderator role of learning tendencies on gamification success concerning learners' academic participation, engagement, and experience. For this, Felder-Silverman Learning Style Model is used for the identification of learners' tendencies. In our study, 69 Computer Science students were randomly assigned to one control and two treatment groups. Students in the treatment groups were assigned two different gamified courses, while the control group attended a non-gamified course. This allowed us to analyze the individual effect of each gamification design and compare and see which gamification design was more appropriate for a learner with particular tendencies. Our results indicate that gamification design positively contributes to academic participation, affects learners' engagement in gamified environments, and that students' learning tendencies moderated students' engagement.
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An, Yunjo. "Designing Effective Gamified Learning Experiences." International Journal of Technology in Education 3, no. 2 (February 21, 2020): 62. http://dx.doi.org/10.46328/ijte.v3i2.27.

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Gamification has been used in a variety of settings, including business, healthcare, and education. Although there are successful gamification examples, many gamification projects fail due to poor design. Despite the importance of thoughtful design of gamification, previous research on gamification in education has not paid sufficient attention to the design aspect, focusing on whether adding one or more game elements makes any difference. Based on comprehensive literature review and synthesis of gamification design guidance from various experts in the area, the author identified eight design considerations for creating effective gamified learning experiences, including (1) meaning, (2) user-centered design, (3) challenges, personalization, and feedback, (4) choices and autonomy, (5) perils and advantages of extrinsic rewards, (6) social interaction and relatedness, (7) competition vs. cooperation, and (8) failure as an opportunity to learn. Thoughtful design is required to create effective gamified learning experiences. The novelty of using game elements in learning environments may draw students’ attention, but poorly designed gamification can have negative effects on student learning and motivation. It is critical to understand that a game element that works in one condition may not work in another condition. Future research should pay more careful attention to design aspects, consider contextual factors, and contribute to developing research-based guidelines for designing effective gamified learning experiences that include both methods and situations.
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Ariani, Diana. "Gamifikasi untuk Pembelajaran." Jurnal Pembelajaran Inovatif 3, no. 2 (November 1, 2020): 144–49. http://dx.doi.org/10.21009/jpi.032.09.

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Gamification is a method that is currently slowly but surely starting to be looked at to be developed together with the e-learning Learning Management System (LMS). However, the nature of gamification in learning is still not widely known by many parties. This article will try to explain some important things you need to know to develop Gamification. Some of the things that will be discussed in this article are the definition of gamification, the basic elements of gamification, the types of gamification, and the implementation of Gamification and LMS E-learning.
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Zhang, Qi, Liheng Yu, and Zhonggen Yu. "A Content Analysis and Meta-Analysis on the Effects of Classcraft on Gamification Learning Experiences in terms of Learning Achievement and Motivation." Education Research International 2021 (November 20, 2021): 1–21. http://dx.doi.org/10.1155/2021/9429112.

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Classcraft has become an attractive gamification choice that turns classes into motivating and joyful role-playing experiences. Based on the content analysis and meta-analysis, this study aims to investigate the efficiency of Classcraft in terms of optimal gamification learning experiences associated with learning achievement and motivation. After the identification, screening, eligibility, and inclusion processes, we have found that learning achievement and motivation are significant factors conducive to optimal gamification learning. The meta-analysis based on STATA 15 has demonstrated that gamification platforms including Classcraft can similarly enhance learning achievement (d = 0.621, z = 5.846, 95% CI [0.413, 0.829]) and motivation (d = 0.608, z = 6.167, 95% CI [0.415, 0801]), suggesting that gamification platforms including Classcraft can create optimal learning experiences. Another content analysis has revealed that Classcraft involving gamified reward mechanics, interactive settings, and collaborative tasks can fulfil the conditions of optimal gamification learning experiences. The main conclusion is that Classcraft can efficiently create optimal gamification learning processes that can positively influence learning achievement and motivation. We have also discussed the potential reasons for the positive effects of gamification on learning achievement and motivation. Game implementation can reflect learners’ preference for well-being based on continuity, interaction, and openness.
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Dissertations / Theses on the topic "Gamification of learning"

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Sæter, Sondre Løberg, and Bjørnar Valle. "Promotion of Reflective Learning through Gamification." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23434.

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This thesis suggests that the use of game elements may improve the results in processes of reflective learning. The inclusion of game elements in an existing application called ?Timeline? is used as a case study for testing our hypothesis.During the last few years there has been an explosive interest in gamification for a wide range of purposes, from marketing to education. The term gamification may be defined as the use of game elements to motivate people in performing non-game tasks.The effects of gamification have been proven in various environments before, but are not yet widely studied in the field of reflective learning. Reflective learning is the process of looking back on an experience and breaking it down into significant aspects in order to gain a deeper understanding of the factors affecting the outcome, and thereby improving future action. The thesis explores academic literature on gamification and reflective learning, and the possible impact of gamification on reflection is tested in a case study, where we incorporate game elements into an existing application for reflective learning. The new application is then tested on a group of participants who afterwards answer a survey. The results indicate that game elements can effectively motivate users to enjoy performing non-game tasks in reflective learning, specifically the task of data collection. The study also highlights possible side effects of incorporating game elements with competition and scores. Some users exploited the application's weaknesses to achieve higher scores in a way that did not enhance the act of reflection. Our conclusion is that gamification may be a useful tool in the field of reflective learning. It should, however, be used with care as it is more effective on certain tasks and some users may exploit weaknesses to achieve higher scores.
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Fischer, Helge, Corinna Lehmann, and Matthias Heinz. "LOS geht’s! Learning Experience durch Gamification." TUDpress, 2019. https://tud.qucosa.de/id/qucosa%3A36573.

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Mit der Digitalisierung im Bildungsbereich sind Hochschulen aufgefordert, neue und mit digitalen Technologien angereicherte Lehr- und Lernformate bereitzustellen. Die sächsischen Hochschulen können dafür auf eine flächendeckende, technologische Infrastruktur [u. a. das Lernmanagementsystem (LMS) OPAL] zurückgreifen. Im Lehralltag zeigen sich jedoch fach- und hochschulübergreifend ähnliche Phänomene: Die digitalen Infrastrukturen werden vorwiegend für administrative Zwecke (bspw. für Kurseinschreibung oder Materialbereitstellung) und nur in geringem Maße zur innovativen Gestaltung von Lehr-Lern-Arrangements genutzt. Dabei bietet die vorhandene Infrastruktur reichlich Potenzial für motivational anspruchsvolle, digitale Lehr-Lern-Arrangements in allen Fachgebieten. Mit der Steigerung der Learning Experience, also der Lernerfahrung, sollen positive Emotionen geweckt und für den Lernprozess genutzt werden. Lernen soll Freude machen. Mit dem Projekt LOS (Learning Experience in OPAL mit Spielelementen) wird ein frei zugängliches Transfer- und Weiterbildungsangebot aufgebaut, mit dem Lehrende für die Steigerung der Learning Experience ihrer Lernangebote durch den Einsatz von Spielelementen sensibilisiert und qualifiziert werden. Damit soll langfristig die Attraktivität und der Nutzungsgrad der sächsischen Lernplattform aus Sicht aller akademischen Stakeholder gesteigert werden. Der Beitrag stellt Zielstellungen und Maßnahmen des Projektes LOS vor und skizziert zunächst allgemein das Konzept der Gamification sowie dessen pädagogischen Potenziale für die Hochschullehre. [... aus Punkt 1]
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Herbert, Barry John Patrick. "The gamification of learning in virtual worlds." Thesis, Ulster University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676528.

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Чернець, М. О. "Using gamification to enhance foreign language learning." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15217.

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Villagrasa, Falip Sergio. "Technologies enhanced learning and gamification for teaching and learning innovation." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/351961.

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La present memòria de tesi, aborda d'un mode interdisciplinar i holístic l'ús d'estratègies de joc (conegudes com gamificació) per incrementar la motivació de l'estudiant universitari usant les anomenades TEL (Technology Enhanced Learning). Amb l'ús d'aquest tipus de tecnologies (entre les que es podrien trobar la Realitat Virtual, RV, la Realitat Augmentada, RA; mètodes híbrids de presentació, etc.) es pretén aconseguir una manera de fer més eficaç, eficient i satisfactoria en l'adquisició de determinades competències. Aquest plantejament basat en tècniques d'investigació lligades a l'experiència d'usuari (UX), es focalitza en millorar el rendiment acadèmic (currículum) dels alumnes objecte d'estudi: estudiants de 1r i 2n any dels graus d'Arquitectura, Ciències i Tecnologies de la Construcció i Enginyeria Multimèdia (La Salle Campus Barcelona, Universitat Ramon Llull). La tesi comença definint els objectius i hipòtesis de treball, per a continuació analitzar les metodologies de l'aprenentatge i de l'educació, i presentar la metodologia emprada en la investigació. Seguidament es centra en els aspectes de l'avaluació de la motivació, la tecnologia TEL i la gamificació aplicada a l'educació. S'han desenvolupat diferents casos d'estudi en les matèries d'Eines Informàtiques I - II i Animació per Ordinador I - II de les àrees anteriorment indicades. Aquestes matèries comparteixen una sèrie de competències transversals: capacitat espacial, treball autònom i en equip, habilitat informàtica, visualització tridimensional. La introducció de mètodes gamificats per a la millora en l'adquisició d'aquestes competències i l'avaluació dels sistemes tecnològics utilitzats per a la seva consecució, és sens dubte, el fet diferencial i innovador d'aquesta tesi. Els articles presentats per compendi en aquesta tesi són un clar exemple dels resultats obtinguts. En ells es pot observar, com l'ús conjunt de mecàniques de joc i tecnologies avançades de visualització generen una major motivació de l'estudiant. Aquests resultats comporten una més ràpida i millor adquisició de les competències on es comproba una correlació directa d’una millora curricular.
La presente memoria de tesis, aborda de un modo interdisciplinar y holístico el uso de estrategias de juego (conocidas como gamificación) para incrementar la motivación del estudiante universitario usando las denominadas TEL (Technology Enhanced Learning). Con el uso de este tipo de tecnologías (entre las que se podrían encontrar la Realidad Virtual, RV; la Realidad Aumentada, RA; métodos híbridos de presentación, etc) se pretende conseguir un modo más eficaz, eficiente y satisfactorio en la adquisición de determinadas competencias. Este planteamiento basado en técnicas de investigación ligadas a la eXperiencia de Usuario (UX), se focaliza en mejorar el rendimiento académico (curriculum) de los alumnos objeto de estudio: estudiantes de 1er y 2º año de los grados de Arquitectura, Ciencias y Tecnologías de la Construcción e Ingeniería Multimedia (La Salle Campus Barcelona, Universitat Ramon Llull). La tesis comienza definiendo los objetivos e hipótesis de trabajo, para a continuación analizar las metodologías del aprendizaje y de la educación, y presentar la metodología empleada en la investigación. Seguidamente se centra en los aspectos de la evaluación de la motivación, la tecnología TEL y la gamificación aplicada en la educación. Se han desarrollado diferentes casos de estudio en las materias de Herramientas Informáticas I - II y Animación por Ordenador I - II de las áreas anteriormente indicadas. Dichas materias comparten una serie de competencias transversales: capacidad espacial, trabajo autónomo y en equipo, habilidad informática, visualización tridimensional. La introducción de métodos gamificados para la mejora en la adquisición de dichas competencias y la evaluación de los sistemas tecnológicos utilizados para su consecución, es sin duda alguna, el hecho diferencial e innovador de esta tesis. Los artículos presentados por compendio en esta tesis son un claro ejemplo de los resultados obtenidos. En ellos se puede observar, como el uso conjunto de mecánicas de juego y tecnologías avanzadas de visualización generan una mayor motivación del estudiante. Estos resultados conllevan una más rápida y mejor adquisición de las competencias lo cual se correla directamente con una mejora curricular.
This PhD dissertation addresses an interdisciplinary and holistic manner using game strategies (known as gamificación) to increase the motivation of college student using TEL (Technology Enhanced Learning). With the use of these technologies (among them could find the Virtual Reality, RV, Augmented Reality, RA; hybrid methods of presentation, etc) is to achieve a more effective, efficient and satisfactory manner in the acquisition of certain competences. This research based on techniques related to user experience (UX) approach focuses on improving academic performance (curriculum) of students under study: students 1st and 2nd year of the Degree of Architecture, Building Engineering and Multimedia Engineering (La Salle Campus Barcelona, Universitat Ramon Llull). The thesis begins defining the objectives and working hypotheses, then analyze the methodologies of learning and education, and the methodology used in the investigation. Then it focuses on aspects of assessing motivation, TEL and gamification technology applied in education. They have developed different case studies in the areas of software tools I - II and Computer Animation I - II of the areas indicated above. These materials have a number of generic skills: spatial ability, autonomous and team work, computer skills, three-dimensional visualization. Gamification methods for acquiring these skills and assessment of technological systems undoubtedly innovative differential fact of this thesis. The papers presented in this thesis by compendium are a clear example of the results obtained. These papers explain how game mechanics and advanced display technologies generate greater student motivation. These results imply a faster and better acquisition of skills which are directly correlates with curriculum improvement.
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Schöbel, Sofia [Verfasser]. "Exploring gamification in digital learning environments : conceptual and empirical foundations for gamification designs / Sofia Schöbel." Kassel : kassel university press c/o Universität Kassel - Universitätsbibliothek, 2021. http://d-nb.info/1231373431/34.

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Abu, Dawood Sumayah Mohammadlutfi. "Students' Attitudes toward Educational Gamification in Online Learning Environments." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505265/.

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This study explored undergraduate and graduate students' attitudes toward the pleasurability of educational gamification in online learning environments. The study is a sequential explanatory mixed-methods research that investigated students' attitudes quantitatively, then qualitatively. In the quantitative phase, an online survey, the Pleasurable Learning Experiences scale (PLLEXs), was administrated at one of the largest public southwestern universities in the U.S. (N = 119). The qualitative phase involved conducting eight semi-structured interviews with selected participants. The PLLEXs uses a 4-point Likert scale that encompasses 4 subscales: (a) Preferences for Instructions, (b) Preferences for Instructors' Teaching Styles, (c) Preferences for Activities, and (d) Preferences for Learning Effectiveness. A series of analyses of variances (ANOVAs) were used to identify predictors of students' overall attitudes toward educational gamification. The main findings were: (a) students had strong preferences toward educational gamification with Preferences of Instructions rated the highest subscale and Preferences for Activities rated the lowest subscale, (b) major was a statistically significant predictor of students' attitudes toward educational gamification, (c) international students had statistically significant lower preferences toward educational gamification compared with U.S. domestic students, (c) online learning experiences measured by the number of previous online courses and the number of hours spent weekly on computers for academic-related work were statistically significant predictors of students' attitudes toward educational gamification, (d) instructor's feedback was the most important aspect and online collaboration was the most challenging aspect in online learning environments, and (e) the use of multimedia in LMSs can support or hinder teaching and learning activities.
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Bardwell, Tina. "Gamification with leveling up: Effects on learning science and motivation toward learning science." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592234236072612.

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Hammarström, Sara, and Jonne Wikberg. "Gamification - digital design för att motiveralärande." Thesis, Högskolan i Halmstad, Akademin för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29438.

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Blended learning blir allt vanligare inom högskoleutbildningar och majoriteten av kurser äridag kopplade till onlineportaler. För att enkelt kombinera klassrumsundervisning medonline learning används olika learning management system (LMS). Lärare kan dock intealltid förlita sig på att studenterna har en inre motivation och entusiasm till att lära, det finnsdock möjligheter att påverka den inre motivationen med hjälp av yttre faktorer. Medgamification används yttre motiverande faktorer för att skapa en rolig och engagerandemiljö utan att påverka studiernas trovärdighet. Gamification innebär att komponenter avspeldesign används utanför spelkontexten. Detta kan leda till ökad motivation hos studenterna.För att förstå olika typer av motivation bättre används Self-determination theory (SDT).Utifrån spelelement som lyfts fram i litteratur bekräftar eller bestrider och kompletterardenna uppsats detta med en empirisk studie som utgår ifrån en gamifierad kurs på högskolenivå.Spelelementen analyseras med SDT för att se hur de påverkar de tre inre psykologiskabehoven. Utifrån detta skapades tre designmönster som är till för att stödja utvecklare ochadministratörer av LMS då en gamifierad kurs utformas.
Blended learning is becoming more common within university education and the majoritiesof courses today are connected to an online portal. To easily combine teaching in theclassroom with online learning different types of learning management systems (LMS) arebeing used. Even though teachers cannot always put their trust in the students’ intrinsicmotivation and enthusiasm for learning, it is possible to affect the intrinsic motivation withthe help of extrinsic factors. With gamification extrinsic factors are used to create a fun andengaging environment without affecting the credibility of the studies. Gamification meansthat components of game design are used outside the context of gaming. This can lead to anincrease in motivation for the students. To better understand different types of motivationSelf-determination theory (SDT) is used. Based on the gameplay elements identified inscholarly texts this thesis confirms or denies, and complements this with an empirical studybased on a gamified course at university level. The gameplay elements were analyzed withSDT to see how they affected the three intrinsic psychological needs. Based on this, threedesign patterns were created to support developers and administrators of LMS whenforming a gamified course.
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Ricchello, Alessandro. "Gamification e micro-learning in app per l'apprendimento della matematica." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/8234/.

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Books on the topic "Gamification of learning"

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Kim, Sangkyun, Kibong Song, Barbara Lockee, and John Burton. Gamification in Learning and Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-47283-6.

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Prakash, Edmond C., and Madhusudan Rao. Transforming Learning and IT Management through Gamification. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18699-3.

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Freyermuth, Gundolf S., Lisa Gotto, and Fabian Wallenfels. Serious Games, Exergames, Exerlearning: Zur Transmedialisierung und Gamification des Wissenstransfers. Bielefeld: Transcript, 2013.

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The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer, 2012.

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Kim, Sangkyun, Kibong Song, Barbara Lockee, and Burton John. Gamification in Learning and Education: Enjoy Learning Like Gaming. Springer, 2018.

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Prakash, Edmond C., and Madhusudan Rao. Transforming Learning and IT Management through Gamification. Springer, 2016.

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Prakash, Edmond C., and Madhusudan Rao. Transforming Learning and IT Management through Gamification. Springer, 2015.

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Formative Assessment, Learning Data Analytics and Gamification. Elsevier, 2016. http://dx.doi.org/10.1016/c2015-0-00087-9.

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Trends on Educational Gamification: Challenges and Learning Opportunities. MDPI, 2022. http://dx.doi.org/10.3390/books978-3-0365-3539-5.

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Kapp, Karl M. Gamification of Learning and Instruction Fieldbook: Ideas into Practice. Center for Creative Leadership, 2013.

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Book chapters on the topic "Gamification of learning"

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Barth, René, and Sonja Ganguin. "Mobile Gamification." In Handbuch Mobile Learning, 529–42. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-19123-8_26.

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Tu, Chih-Hsiung, Laura E. Sujo-Montes, and Cherng-Jyh Yen. "Gamification for Learning." In Media Rich Instruction, 203–17. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00152-4_13.

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Kim, Sangkyun, Kibong Song, Barbara Lockee, and John Burton. "Gamification Framework." In Gamification in Learning and Education, 59–90. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47283-6_7.

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Kim, Sangkyun, Kibong Song, Barbara Lockee, and John Burton. "Gamification Strategy." In Gamification in Learning and Education, 91–107. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47283-6_8.

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Jang, Jincheul, Jason J. Y. Park, and Mun Y. Yi. "Gamification of Online Learning." In Lecture Notes in Computer Science, 646–49. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19773-9_82.

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Nguyen, T. B. "The gamification of education." In Blended Learning in Engineering Education, 109–24. First edition. | London : CRC Press/Balkema, [2019]: CRC Press, 2018. http://dx.doi.org/10.1201/9781315165486-6.

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Jenkins, Dave Allen, and Diana Mason. "Gamification in General Chemistry." In Active Learning in College Science, 439–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_27.

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Kim, Sangkyun, Kibong Song, Barbara Lockee, and John Burton. "Gamification Cases in Education." In Gamification in Learning and Education, 117–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47283-6_10.

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Coull, Natalie, Iain Donald, Ian Ferguson, Eamonn Keane, Thomas Mitchell, Oliver V. Smith, Erin Stevenson, and Paddy Tomkins. "The Gamification of Cybersecurity Training." In E-Learning and Games, 108–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65849-0_13.

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Kim, Sangkyun, Kibong Song, Barbara Lockee, and John Burton. "Gamification Cases in STEM Education." In Gamification in Learning and Education, 125–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47283-6_11.

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Conference papers on the topic "Gamification of learning"

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Zaric, Nadja, Snezana Scepanovic, and Ulrik Schroeder. "LEARNING STYLE GAMIFICATION MODEL: GAMIFICATION IN E-LEARNING BASED ON STUDENTS’ LEARNING STYLES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2068.

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Perttula, Arttu, and Pauliina Tuomi. "GAMIFICATION AT SCHOOL." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0756.

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Stoffova, Veronika, and Roman Horváth. "GAMIFICATION IN PROGRAMMING LEARNING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1865.

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Lehmann, Corinna, Helge Fischer, Matthias Heinz, and Josefin Mueller. "PonG: Parcours on Gamification - How to Get Educators Gamification-ready." In Special Session on Gamification on Computer Programming Learning. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009804406870693.

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"Gamification and Self-Directed Learning." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.159.

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Topalli, Damla, and Nergiz Ercil Cagiltay. "GAMIFICATION IN NEUROSURGERY EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2498.

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Matsumoto, Tae. "FLIPPED CLASSROOM USING GAMIFICATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2121.

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Gimenez, Monica, and Maria Del Val Sandin-Vazquez. "IMPROVING FLIPPED LEARNING THROUGH GAMIFICATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1034.

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Knoll, Mathias, and Petra Kletzenbauer. "GAMIFICATION EXPERIENCES WITH MOODLE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0211.

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Barata, Gabriel, Sandra Gama, Joaquim Jorge, and Daniel Gonçalves. "Improving participation and learning with gamification." In Gamification '13: Gameful Design, Research, and Applications. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2583008.2583010.

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Reports on the topic "Gamification of learning"

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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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Fedorenko, Elena G., Nataliia V. Kaidan, Vladyslav Ye Velychko, and Vladimir N. Soloviev. Gamification when studying logical operators on the Minecraft EDU platform. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4624.

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Use of visual methods plays a significant role in learning. ICT allow us to create electronic educational resources in a new format and with new opportunities. The study of their didactic possibilities, forms and methods of their application is a topical issue. Simulation, virtualization, gamification requires new knowledge about their application, and therefore, the problem of training future teachers to use them is an urgent and important part of training. In this article modern achievements in the use of serious games in education were investigated and analyzed, the possibilities of using virtual worlds in education were considered, the recommendations for the practical training of future teachers to use them were developed. In practice, the effectiveness of the use of virtual tools in education has been tested. A pedagogical experiment has been launched to identify the effectiveness of gamification in the realities of education in Ukraine.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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