521 research outputs found

    Socrative in Higher Education: Game vs. Other Uses

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    The integration of clickers in Higher Education settings has proved to be particularly useful for enhancing motivation, engagement and performance; for developing cooperative or collaborative tasks; for checking understanding during the lesson; or even for assessment purposes. This paper explores and exemplifies three uses of Socrative, a mobile application specifically designed as a clicker for the classroom. Socrative was used during three sessions with the same group of first-year University students at a Faculty of Education. One of these sessions—a review lesson—was gamified, whereas the other two—a collaborative reading activity seminar, and a lecture—were not. Ad-hoc questionnaires were distributed after each of them. Results suggest that students welcome the use of clickers and that combining them with gamification strategies may increase students’ perceived satisfaction. The experiences described in this paper show how Socrative is an effective means of providing formative feedback and may actually save time during lessons.S

    A Quest for Literature in the EFL 21st Century Classroom and its Merging with Gamified Experiences

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    Màster Universitari de Formació del Professorat de Secundària Obligatòria i Batxillerat, Facultat d'Educació, Universitat de Barcelona, Curs: 2017-2018, Tutor: Enric Monforte RabascallABSTRACT The debate on using literature in the EFL classroom is not a new one. Yet, the relationship between language and literary material in the context of second and foreign language learning still is a central point of controversy which should not be ignored. After a long period of neglecting the use of literature in EFL courses, a movement towards integrating literary texts and language seems to have taken place in recent decades. In this respect, this paper sets out to argue how using literature as a language teaching material in the EFL classroom helps developing crucial skills for successful communication. Not only does literature act as a powerful change agent improving students’ intercultural awareness and emotional intelligence, but it also fosters critical thinking skills through the use of authentic material and enhances students’ motivation. Ultimately, literary texts have also been proven to develop language enrichment. Therefore, literature does have a place in the EFL curriculum. On the other hand, this paper also aims to shed more light on how literature and language teaching may benefit from emerging teaching methodologies such as game-based learning or serious games. On the basis of increasing students’ participation and involvement, these methodologies may become promising tools for educators.RESUM El debat sobre l'ús de la literatura a l'aula d’anglès com a llengua estrangera (ALE) no és nou. Tanmateix, la relació entre el llenguatge i el material literari en el context de l'aprenentatge de segones llengües i llengües estrangeres continua sent un punt central de controvèrsia que no s’hauria d’ignorar. Després d'un llarg període de desatenció de l'ús de la literatura en els cursos d’ALE, en les últimes dècades sembla haver tingut lloc un moviment cap a la integració dels textos literaris i el llenguatge. En aquest sentit, aquest estudi es proposa argumentar com l'ús de la literatura com a material per a l’ensenyament de llengües a l'aula ajuda a desenvolupar habilitats crucials per a una comunicació exitosa. La literatura no només actua com un poderós agent de canvi que millora la consciència intercultural dels estudiants i la seva intel·ligència emocional, sinó que també fomenta les habilitats de pensament crític mitjançant l'ús de material autèntic i millora la motivació dels estudiants. Finalment, també s'ha demostrat que els textos literaris contribueixen a l'enriquiment del llenguatge. Per tant, la literatura té cabuda en el currículum d’anglès com a llengua estrangera. D'altra banda, aquest projecte també pretén aclarir com la literatura i l'ensenyament de llengües poden beneficiar-se de metodologies pedagògiques emergents com ara l'aprenentatge basat en el joc o el joc seriós. Prenent com a objectiu l’augment de la participació i implicació dels alumnes, aquestes metodologies poden convertir-se en eines prometedores per als educadors

    University of applied sciences students’ perceptions on engagement and spoken interaction in blended learning language studies

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    The aim of this doctoral dissertation is to gain a deeper understanding on the aspects that contribute to higher education students’ social and academic engagement when language studies are implemented with the blended learning approach. Another aim is to discover the elements to enhance spoken interaction in the foreign language in blended learning language courses. Based on the results of sub-studies I-III, I argue that students’ academic and social engagement are intertwined, alternating, and nurturing one another during the learning process. Similarly, teacher engagement and student engagement are reciprocal phenomena nourishing one another and depending on each other. In addition, I argue that university of applied sciences students’ foreign language spoken interaction can be activated and enhanced in blended learning courses given the learning material, learning activities and digital tools are meaningful, relevant, timely and aligned with the learning objectives. This dissertation comprises three original studies; they focus on one language course each in the context of universities of applied sciences. Each sub-study experiments various opportunities that digital technology provides for language learning: social networking sites, gamification, telecollaboration and multimodality. Regardless of the course design all courses are based on the ecological language learning approach and the notion of engagement. In addition, authentic learning and students’ collaboration are in the focus; the target is that the students are producers rather than consumers of digital media and they act as active learners within authentic learning activities. All three courses were implemented with the blended learning approach. Sub-study I investigated first-year health care students’ (n=23) perspectives on a gamified professional English course regarding particularly engagement, enjoyability and language learning. The course was a three-credit, field-specific English course which duration was 10 weeks, including five face-to-face sessions. The course aimed to prepare students for communicating in multi-professional and intercultural situations within the health care sector. The course implementation was based on gamification with a background storyline. The students' reflective learning diaries and a post-course questionnaire formed the data which were analysed via content analysis method. The results indicate that gamification and appropriate digital applications augmented student engagement, enhanced language learning, and provided enjoyable learning experiences for the students. Further, students’ collaboration and a tolerant stress-free course atmosphere had a positive impact on learning and engagement according to the students’ self-reflections. Sub-study II explored the opportunities a telecollaboration project provided for online collaboration, language learning and student engagement. The participants were 26 higher education German language students, 12 in Finland and 14 in New Zealand. The students used a closed Facebook group for posting on given topics. The required five posts combined videos, photos, audio, and text. The duration of the project was six weeks, and it formed a part of the German course in both countries. The course design was informed by social networking sites in language learning and telecollaboration. A mixed method approach was used to collect quantitative and qualitative data. The qualitative data were analysed by content analysis method, and they included pre- and post-project questionnaires, interviews, and Facebook-logs. The results suggest that the students regarded Facebook as an appropriate tool for community building. In addition, collaboration, the use of communication tools, authenticity, enjoyment, and teachers’ support fostered student engagement and had a positive impact on students’ language learning and intercultural competence. Sub-study III discovered the impact multimodality and regular in-pairs conducted video calls had to spoken interaction in the target language and to student engagement. The research was conducted, and the data were collected in a 5-credit Business English course for 1st-year business administration students (n= 22) in a university of applied sciences. The course was divided into 16 weeks and 8 topics; during the course there were 5 face-to-face sessions. The students deployed various digital tools and particular attention was given to spoken interaction; hence the students were instructed to complete spoken discussions using an online video call system once a week according to the week’s topic using English in authentic, business-related situations. The data included students’ learning diaries and a post-course online questionnaire mapping students' perception. The data were analysed according to the content analysis method. The findings indicate that students’ academic and social engagement were fostered by course design with authentic assignments and study material as well as students’ activity and collaboration with peers. Further, collaboration, students’ own activities and digital technology contributed the most to spoken interaction. To conclude, the three sub-studies reflect universities of applied sciences students’ perception on the aspects that enhance engagement in digital learning environments and the methods to activate their spoken interaction in the foreign language. On the bases of the sub-studies, it became apparent that teacher role is paramount prior, during and after the course. Besides timely knowledge on digital tools, teachers need to master the traditional teacher competences such as subject content, pedagogy, guidance, facilitating and interaction. In addition, students’ own activities contribute immensely on their engagement and learning. Regarding spoken interaction, the data indicate that with relevant peer and teacher support and regular interaction students’ self-compassion and error-tolerance in terms of their own competences grow which leads to enjoying the regular spoken activities in the target language, and finally contributes positively to spoken interaction. Similarly, students’ self-reflection ability increases which enables targeted rehearsal of the language skill which in turn activates and enhances spoken interaction. Digitalisation offers myriad opportunities for individual and flexible learning paths regardless of time and place but does not decrease students’ nor teachers’ role. On contrary, students need to be active learners and teachers need wider range of competences in creating optimal learning experiences for their students. ________________________________________ Keywords: student engagement, blended learning, multimodality, social networking sites in learning, telecollaboration, spoken interaction, English for specific purposes, German as a foreign language, higher educationVäitöstutkimukseni tavoitteena oli selvittää, mitkä seikat ammattikorkeakouluopiskelijoiden mielestä tehostavat heidän akateemista ja sosiaalista kiinnittymistään kieliopintoihin, sekä edistävät suullisen vuorovaikutuksen harjoittelemista monimuoto-opinnoissa. Väitöskirjani osatutkimusten tuloksiin perustuen väitän, että akateeminen ja sosiaalinen kiinnittyminen kietoutuvat toisiinsa, vuorottelevat ja kasvattavat toisiaan oppimisprosessin aikana. Samoin opettajien ja oppilaiden kiinnittyminen on vastavuoroista, jolloin ne ovat riippuvaisia toisistaan ja ruokkivat molemminpuolisesti toisiaan. Lisäksi väitän, että ammattikorkeakouluopiskelijoiden vieraan kielen suullinen vuorovaikutus aktivoituu ja vahvistuu monimuoto-opinnoissa edellyttäen, että oppimisaktiviteetit ja –materiaalit ovat kiinnostavia, alakohtaisia ja linjassa oppimistavoitteiden kanssa. Lisäksi digitaalisten sovellusten täytyy olla relevantteja, ajanmukaisia ja sopivia kyseisiin tehtäviin. Tämä väitöstutkimus koostuu kolmesta osatutkimuksesta; jokainen niistä kohdistuu yhteen kieli- ja viestintäopintojaksoon ammattikorkeakoulussa. Osatutkimukset tutkivat digitaalisen teknologian tarjoamia mahdollisuuksia kieltenopetukselle kuten pelillistäminen, sosiaalinen media opetuksessa, etäyhteistyö ja monikanavaisuus. Tutkimuksen teoreettisena viitekehyksenä on ekologinen kieltenoppiminen ja opiskelijoiden kiinnittyminen. Opintojaksojen suunnittelussa kiinnitettiin erityistä huomiota opiskelijoiden yhteisölliseen ja autenttiseen oppimiseen. Tavoitteena oli, että opiskelijat eivät pelkästään ole digitaalisten välineiden käyttäjiä, vaan pikemminkin he itse tuottavat materiaalia toimien aktiivisina oppijoina. Kyseessä olevat opintojaksot toteutettiin monimuoto-opintoina. Osatutkimuksessa I tutkittiin ensimmäisen vuoden terveysalan opiskelijoiden (n=23) kokemuksia pelillistetystä ammatillisen englannin opintojaksosta etenkin kiinnittymisen, viihdyttävyyden ja kielenoppimisen kannalta. Kyseessä oli kolmen opintopisteen alakohtainen ammatillinen englannin opintojakso, jonka kokonaiskesto oli kymmenen viikkoa sisältäen viisi lähiopetusjaksoa. Osaamistavoitteena oli terveysalan viestintäosaaminen moniammatillisissa ja monikulttuurisissa tilanteissa. Opintojakson toteutus perustui pelillistämiseen ja kehyskertomukseen, jossa suomalainen vaihto-opiskeija toteuttaa opintoihin kuuluvan työssäoppimisjakson Espanjassa. Tutkimusaineisto koostui opiskelijoiden oppimispäiväkirjoista ja opintojakson jälkeen täytetystä kyselystä. Laadullinen aineisto analysoitiin sisällönanalyysin avulla. Tulokset osittavat, että pellistäminen ja sopivat digitaaliset sovellukset tehostivat opiskelijoiden sitoutumista ja kielenoppimista sekä tarjosivat miellyttäviä oppimiskokemuksia. Yhteisöllinen oppiminen sekä opiskelijoita arvostava ja rento oppimisilmapiiri vaikuttivat positiivisesti oppimiseen ja opiskelijoiden kiinnittymiseen. Osatutkimuksessa II tarkasteltiin, miten etäyhteistyöprojekti (telecollaboration project) vahvisti opiskelijoiden yhteisöllistä kielenoppimista ja kiinnittymistä opintoihin. Tutkimuksen osallistujat olivat korkeakouluopiskelijoita Uudessa Seelannissa (n=14) ja Suomessa (n=12) ja he opiskelivat saksaa vapaasti valittavina kieliopintona. Opiskelijoille luotiin suljettu Facebook-ryhmä, jonne he lähettivät viestejä annetuista viidestä aiheesta monikanavaisesti käyttäen valokuvia, videoita, äänitteitä ja kirjoitettua tekstiä. Projektin kesto oli kuusi viikkoa ja se muodosti osan opiskelijoiden saksan opintojaksosta kummassakin maassa. Opintojakson suunnitelma perustui sosiaalisen median käyttöön kieltenopetuksessa ja etäyhteistyön viitekehykseen. Monimenetelmäinen aineisto koostui kyselylomakkeiden vastauksista, Facebook-käyttölogista sekä opiskelijahaastatteluista. Tulokset osoittavat, että opiskelijoiden mielestä Facebook soveltuu hyvin oppimisyhteisönrakentamiseen. Lisäksi yhteistyö, autenttinen oppiminen, opintojen viihdyttävyys sekä opettajien tuki vahvistivat opiskelijoiden sitoutumista ja ne vaikuttivat positiivisesti kielenoppimiseen ja kansainvälisyystaitojen kehittymiseen. Osatutkimuksessa III selvitettiin monikanavaisuuden ja säännöllisten parin kanssa tehtyjen videopuheluiden vaikutusta vieraan kielen suulliseen vuorovaikutukseen ja opiskelijoiden kiinnittymiseen. Tutkimus toteutettiin ja aineisto kerättiin ensimmäisen vuoden liiketalouden opiskelijoiden (n=22) ammatillisen englannin opintojaksolla. Opintojakson pituus oli 16 viikkoa, ja siinä oli viisi kasvokkain tapahtuvaa opetuskertaa; opintojakso oli jaettu kahdeksaan teemaan. Opiskelijat käyttivät erilaisia digitaalisia sovelluksia ja erityistä huomiota kiinnitettiin suullisen vuorovaikutuksen aktivoimiseen. Koko opintojakson ajan opiskelijat keskustelivat parin kanssa kerran viikossa videopuhelun välityksellä liiketalouteen ja työelämään liittyvistä autenttisista aiheista ja tehtävistä. Tutkimusaineisto koostui opiskelijoiden oppimispäiväkirjoista sekä opintojakson jälkeen kerätystä kyselylomakevastauksista. Laadullinen aineisto analysoitiin sisällönanalyysin keinoin. Opiskelijat kokivat, että autenttiset tehtävät ja opintomateriaali, opiskelijoiden oma aktiivisuus ja yhteistyö vertaisten kanssa sekä opettajan panostus paransivat akateemista ja sosiaalista kiinnittymistä. Samoin opiskelijoiden välinen yhteistyö, digitaalinen teknologia sekä opiskelijoiden oma panostus edistivät suullisen vuorovaikutuksen harjoittelemista. Yhteenvetona voin todeta, että osatutkimuksien tulokset kuvaavat seikkoja, jotka ammattikorkeakouluopiskelijat kokivat vahvistavan heidän kiinnittymistään kieliopintoihin monimuoto-opinnoissa, sekä metodeja, jotka opiskelijat kokivat edistävän vieraan kielen suullisen vuorovaikutuksen harjoittamista. Osatutkimukset osoittivat, että opettajan rooli on tärkeä niin ennen ja jälkeen kuin opintojakson aikanakin. Sen lisäksi, että opettajalla on hallussaan traditionaaliset opettajan taidot, kuten aineenhallinta, pedagogia, ohjaaminen, fasilitointi ja vuorovaikutustaidot, hänellä täytyy olla kattava osaaminen digitaalisuuden oikeanlaisesta pedagogisesta käytöstä, sekä ajankohtainen tieto digitaalisista sovelluksista. Lisäksi opiskelijan oma rooli on merkittävä kiinnittymisen kannalta. Suullisen vuorovaikutuksen osalta tulokset osoittavat, että säännöllisellä vertaistuella ja vuorovaikutuksella opiskelijoiden itsemyötätunto ja virheidensietokyky kasvaa, mikä puolestaan lisää innokkuutta tehdä suullisia harjoituksia vieraalla kielellä. Lisääntynyt kielen käyttö puolestaan luo varmuutta suulliseen vuorovaikutukseen. Samoin opiskelijoiden itsereflektiotaito kasvaa, minkä perusteella opiskelijat osaavat harjoitella tiettyä suullisen kielitaidon osa-aluetta, esimerkiksi ääntämistä. Digitalisaatio tarjoaa runsaasti mahdollisuuksia yksilöllisille ja joustaville, ajasta ja paikasta riippumattomille oppimispoluille. Kuitenkaan digitaalisuuden valjastaminen opetuskäyttöön ei vähennä opettajan ja opiskelijan roolia – pikemminkin päinvastoin. On tärkeää tukea opiskelijoiden aktiivisen oppijan roolin rakentumista ja vastuun ottamista omasta oppimisprosessista. Opettajien pedagogiseen osaamiseen sisältyy useita osa-alueita, joita he tarvitsevat luodessaan opiskelijoilleen optimaalisia oppimiskokemuksia. ________________________________________ Asiasanat: opiskelijoiden kiinnittyminen, monimuoto-opetus, monikanavaisuus, sosiaalinen media opetuksessa, etäyhteistyö, suullinen vuorovaikutus, erikoisalojen englannin opetus, saksa vieraana kielenä, ammattikorkeakouluopetu

    An Analysis of Gamification and Game-Based Learning as Strategies for Anti-Oppressive Education

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    Educational institutions have historically been environments where oppression takes place in the forms of racism, sexism, ableism, homophobia, transphobia, and classism among others (Kumashiro, 2000; Chen-Hayes, 2001; Dedotsi & Paraskevopoulou-Kollia, 2019). Anti-oppressive education is the active rejection of or refusal to participate in forms of oppression that take place in schools, and in turn facilitating strategies for education that works against oppression (Kumashiro, 2000). There are existing theories for how to promote and engage this anti-oppressive education, such as introducing narratives and education about marginalized communities that counter and challenge educators’ preconceived biases about students (Warren, 2023; Kumashiro, 2000), transforming schools into safe and welcoming spaces that provide students with support, advocacy, and resources specific to their identities, and through acknowledgement and embracing of their complex and unique identities (Kumashiro, 2000). Gamification and game-based learning are emerging as new teaching practices in classrooms and have benefits in several areas such as lesson engagement, learning outcomes, classroom environment, accessibility practices, collaboration in the classroom, teaching delivery, learning effectiveness, exploration and risk-taking in a safe environment, and the student’s sense of control, agency, and ownership over their learning process. However, there is a gap in the educational research literature on the use of gamification and game-based learning as potential strategies for combating the various forms of oppression that take place in schools. They have not yet been thoroughly explored for their potential to be beneficial for anti-oppressive education. This study explores how gamification and game-based learning can be tools to promote education that supports students in classrooms, creates excitement around learning, and contributes to an anti-oppressive learning environment through providing education about and for marginalized groups, counter-narratives that combat some educators’ prejudiced beliefs about equity-deserving students, and providing education that has the power to change society through challenging both implicit and explicit social and cultural biases as well as building empathy and a deeper understanding of some of the lived experiences of marginalized communities. This analysis is driven by close readings of two digital games— Lucas Pope’s Papers, Please (2013) and McKinney’s SPENT (2011)—, an in-depth discussion of theories of oppression and anti-oppression, and an analysis of publicly available policy documents from eleven of Ontario’s public school boards, universities, and colleges, including: Waterloo Region District School Board, Toronto District School Board, York District School Board, Thames Valley District School Board, Wilfrid Laurier University, University of Guelph, University of Waterloo, Toronto Metropolitan University, Conestoga College, Mohawk College, and Fanshawe College

    How does a Gamification Design Influence Students’ Interaction in an Online Course?

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    This study created and examined a gamification design that aimed at improving students’ interaction in a graduate level online course. By using a design-based research approach, the study investigated the application of principles from Self-Determination Theory in the gamification design and its influence on students’ interaction in discussion forums in terms of quantity, interaction dynamic, and interaction quality. The gamification design included a positive feedback system, contextualized in a narrative environment that was based on the original course project design. Participants were 49 students enrolled in the online course in three versions of the course, which were the non-gamification version of the course in the 2016 summer semester (NGC), the prototype gamification version of the course in the 2016 summer semester (PGC), and the revised gamification version of the course in the 2016 summer semester (RGC). Students’ interaction data in the academic discussion forums were compared with each other. Students’ gamification performance data were presented and compared between the PGC and the RGC. Moreover, eight students from the RGC participated in semi-structured interviews and shared their experiences and perspectives about the revised gamification design. The results showed that students in the gamified courses posted more messages per week. When students were the facilitators for the week, they were more actively involved in the online discussion. The student facilitators in the gamified courses were more active compared to the student facilitators in the non-gamified course. Second, students’ interaction was more evenly distributed among students in the gamified courses. On average, students in the gamified courses received comments from more peers than students in the non-gamified course. The class level density scores were higher with smaller centralization scores in the gamified courses. Finally, the RGC discussion transcripts presented more knowledge building features on a weekly basis in comparison with the PGC and the NGC, while overall the online discussion in the three versions of the course fell into the lower phases in the knowledge building conceptual model. Students’ gamification performance was about the same in the two gamified courses. Nonetheless, the design adjustments made between the two design cycles and during the second cycle improved students’ participation in several gamification activities. Furthermore, students’ interaction was more stable during the six weeks in the RGC due to the design adjustments. The semi-structured interviews further revealed the RGC interviewees’ experiences in the course. The positive feedback system satisfied students’ competence needs. Nonetheless, to what degree their competence needs were satisfied depended on their experiences and understanding of gamification. In pursuit of competence needs, some interviewees’ autonomy needs were undermined. The peer evaluation, dynamic academic discussion, and the authentic course project satisfied students’ relatedness needs. But additional emotional support from peers was barely sufficient. The study provided an example of gamification design in online courses to improve students’ interactions in discussion forums. The results suggested a positive feedback system could be added in the course design to improve students’ performance of the targeted learning activities. The selection of learning activities, the design and development of the gamification elements, and the gamification algorithm should take both the subject matter and students’ characteristics into consideration. A narrative environment can help align the feedback system with the course context and students’ actions should result in development of the narrative

    Gamification of e-Learning: an investigation into the influence of gamification on student motivation.

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    Master of Commerce in Information Systems & Technology. University of KwaZulu-Natal, Durban, 2017.Traditional teacher-centred learning is being confronted by an increasing awareness of the value of student-centred learning. E-learning, despite its limitations, is often presented as a solution to learning challenges prevalent in teacher-centred learning since it affords students greater control of the learning process. Combined with this, academics are increasingly competing for students’ attention and struggle to motivate students. However, students, when confronted with the array of games and social media platforms available, willingly dedicate several hours glued to their screens socialising, engaging and gaming. Such willingness to engage these so-called distractions whilst displaying reluctance to engage their academic work may be attributed to a lack of motivation. This is even more prevalent in the domain of e-learning. Adopting an embedded mixed methods case study design, this study explored the influence of gamification of e-learning on motivation. Herein, expectations and factors influencing experiences of gamification of e-learning were explored. Furthermore, through Self-Determination Theory (SDT) & Intrinsic Motivation Inventory (IMI) as theoretical lenses, this study explored how gamification of e-learning influences motivation. Gamification is conceptualised as an objective-driven user-centred technique which integrates game mechanics, dynamics and game aesthetics into real-world contexts to motivate behaviour. Gartner envisages that by 2020, gamification will be deeply integrated into the prevalent higher education structures. Whilst many applications of gamification aim towards enhancing classroom-based learning, the exploration of gamification of e-learning in higher education, particularly in a developing country, remains an emerging domain of research. This research found that participants experienced gamification and various game elements differently, based on their BrainHex gamer profiles. In terms of SDT, whilst progression through the gamified course was guided and consistent, with all participants progressing as a single group, they experienced a sense of autonomy. Participants also experienced a greater sense of competence and relatedness in engaging with the gamified course. In the context of IMI, participants’ experiences suggest that gamification was valuable, increased curiosity and was effective for learning. However, they reported experiencing tension and a high degree of effort required by the gamified course. Students expected transparency in terms of scoring and raised queries where required. They generally preferred visual cues whilst engaging with the gamified course, expected almost real-time feedback in terms of scoring and resolution of queries, but had varying views on which game elements motivated them. Essentially, it was found that gamification positively influenced participants’ motivation. However, it must be noted that whilst gamification motivated students, some experienced demotivation. Contributing factors include not understanding the game from the outset, being demotivated by not earning frequent rewards and losing progress in the game due to external factors

    Gaming in Action

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    The «Gaming in Action» project, which brought the publicaion of this book, involved institutions from different countries that deal with adult education. For almost three years, the partners worked with teachers and trainers who applied innovative pedagogical scenarios of game-based learning and gamification, all oriented from a rigorous pedagogical perspective. The project's main goal was to increase the acquisition of pedagogical innovation skills in these models and incorporate them into their pedagogical practices. The project searched to highlight the need for quality pedagogical training in a new, technologically digital, era: in this, education has less to do with reproducing information passively and has more to do with the development of creativity, critical thinking, problem- solving and decision-making.Erasmus Plus "Gaming in Action – engaging adult learners with games and gamification" Project number: 2018-1-TR01-KA204-05931

    2013 Symposium on Scholarship of Teaching and Learning: Conference Program

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    The Nexen Scholars Program and the Institute for Scholarship of Teaching and Learning at Mount Royal Universit

    Rethinking gamification

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    Gamification marks a major change to everyday life. It describes the permeation of economic, political, and social contexts by game-elements such as awards, rule structures, and interfaces that are inspired by video games. Sometimes the term is reduced to the implementation of points, badges, and leaderboards as incentives and motivations to be productive. Sometimes it is envisioned as a universal remedy to deeply transform society toward more humane and playful ends. Despite its use by corporations to manage brand communities and personnel, however, gamification is more than just a marketing buzzword. States are beginning to use it as a new tool for governing populations more effectively. It promises to fix what is wrong with reality by making every single one of us fitter, happier, and healthier. Indeed, it seems like all of society is up for being transformed into one massive game.The contributions in this book offer a candid assessment of the gamification hype. They trace back the historical roots of the phenomenon and explore novel design practices and methods. They critically discuss its social implications and even present artistic tactics for resistance. It is time to rethink gamification
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