Gamification in a Blended Learning Environment: The Mojo of ClassDojo

Although ClassDojo can be directly used, this chapter reports how it was applied to a course through gamified modules. The modules were designed using the core drives in Octalysis model. There are 8 core drives in the model, but the study only applied four core drives: Epic meaning and calling, Development and accomplishment; unpredictability and curiosity; and loss and avoidance. Details on these core drives can be obtained via Chou (2015) or https://yukaichou.com. The modules cover 7 units in a course which focus on computational linguistics, and each module was labelled as a stage in the gamified world. As they completed the challenges set for each stage, their progress was monitored via ClassDojo instead of using conventional ways such as Excel Sheets or whiteboard. Any action or behaviour that is commendable was also given points. ClassDojo makes learning “visible” as students can monitor their learning, which indirectly promotes self-regulated learning

Students’ Views of E-Learning: The Impact of Technologies on Learning in Higher Education in Ireland

Students are the end users of the Information Systems that educators use to enhance students’ learning experiences. The use of technologies in education has altered the ways in which lecturers and students can interact and has expanded the volume of information that students can access. This study was undertaken to obtain students perspectives on the uses of technologies in higher education to assist educators in improving the pedagogical design of e-learning platforms, known as learning management systems. This chapter provides students’ perspectives on the academic use of technologies in two higher education institutions in Ireland. Analysis of the responses received from three hundred and twenty students indicates that students are of the opinion that the use of technologies in higher education can beneficially transform learning; however, technologies will never replace lecturers

Technology Paved the Road for Students in a High-School Dropout Recovery Program to an Online College Class

Although there are Federal programs that are intended to assist a wide range of people with getting a college education, the educational attainment statistics confirm that these programs are not reaching the students who are the least apt to go to college. This chapter describes how technology enabled 52 inner-city high school students, 49% of whom had cumulative high school grade point averages (GPA) that were between 1.0 and 1.9 points, to be dually enrolled in an online college class and their online high school classes. The class average for the quizzes the students completed was 88% and the students who took the final exam scored, on average, 86%. There were some unexpected delays and difficulties along the way, but the students performed at a college level in a difficult class

Formative evaluation of an Arabic online vocabulary learning games prototype: lessons from a Malaysian higher learning institution experience

The use of digital game-based learning is a new trend of instructional practices in different fields of knowledge. The research and studies related to this field are increasingly attracting the researchers all over the world to further explore the various aspects of educational games models, the design and development of games itself, the evaluation insights and many more. This chapter describes an experience of the formative evaluation of an online game among Arabic language learners at the elementary level in the International Islamic University Malaysia (IIUM). The mixed methods of quantitative and qualitative research approaches were utilized to investigate the usability, practicality and effectiveness of this games prototype in the real settings. This chapter also described the process and phases of evaluation throughout the responses from participants which vary from experts in ID and SME, lecturers and learners as the actual users

Collaborative learning in the virtual English class : a Hong Kong case study

Author name used in this publication: Dora Wong2011-2012 > Academic research: refereed > Chapter in an edited book (author)Version of RecordPublishe

A case study on the difference between students of SPM and O-level backgrounds in studying mathematics in the A-level programme

This study aims to understand the difference in the perceived and actual mathematics performance of the A-Level students from the SPM and O-Level backgrounds. Perceptions and expectations of lecturers are explored using an open-ended questionnaire. A comprehensive survey to understand the students’ attitude, proficiency in the English language and other important predictors of academic achievement is also conducted. Content analysis is used to analyse the lecturers’ feedback. Descriptive statistics, parametric and non-parametric tests are conducted to test differences between the two cohorts