Socrative in Higher Education: Game vs. Other Uses

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

Aplicações de gamificação na educação em matemática: um mapeamento sistemático

The teaching of mathematics presents a series of great challenges, which are in a great number and variety. These challenges follow students since childhood. There are authors who argue that the mathematical concepts learned in secondary education have a more operational or practical nature, and it can interfere in the ability to learn more abstract mathematical concepts, taught in higher education. Traditional and technicist education based only on the teacher's view where he acts in the way he learned that was passed on to him over time is now a thing of the past. With the widespread use of the internet, computers and information technologies we live in a globalized world where new technologies are presented to us every day. Students in this context, where classes are totally traditional, feel discouraged and seek other activities to develop and spend time. Gamification can be defined as a methodology that is being used as the mechanisms of games, aesthetics and thinking of the game to involve people, motivate action, promote learning and problem solving. This systematic mapping selected 45 recent papers related to the use of gamification in mathematical learning and presents future directions in this research area.O ensino de matemática apresenta uma série de desafios, que são de grande número e variedade. Esses desafios seguem os alunos em vários níveis de escolaridade. Existem autores que argumentam que os conceitos matemáticos aprendidos no ensino médio têm uma natureza mais operacional ou prática e podem interferir na capacidade de aprender conceitos matemáticos mais abstratos, ensinados no ensino superior. Com o amplo uso da Internet, computadores e tecnologias da informação, vivemos em um mundo globalizado, onde novas tecnologias são apresentadas a nós todos os dias. Os alunos nesse contexto, onde as aulas são totalmente tradicionais, se sentem desencorajados e buscam outras atividades para desenvolver e passar o tempo. A gamificação pode ser definida como uma metodologia que está sendo usada como mecanismo de jogos, estética e pensamento do jogo para envolver as pessoas, motivar a ação, promover o aprendizado e a solução de problemas. Esse mapeamento sistemático selecionou 45 artigos recentes relacionados ao uso da gamificação no aprendizado de matemática e apresenta orientações futuras nessa área de pesquisa

Social networks research for sustainable smart education

Social networks research has grown exponentially over the past decade. Subsequent empirical and conceptual advances have been transposed in the field of education. As the debate on delivering better education for all gains momentum, the big question is how to integrate advances in social networks research, corresponding advances in information and communication technology (ICT) and effectively employ them in the domain of education. To address this question, this paper proposes a conceptual framework (maturity model) that integrates social network research, the debate on technology-enhanced learning (TEL) and the emerging concept of smart education

Gamification and its possibilities in the blended learning environment : literature review

La ludificación en el entorno de aprendizaje semipresencial constituye una innovación de alto impacto en las posibilidades de aprendizaje. Se considera que comparte aspectos con el blended learning, en relación con el aumento de la motivación y la optimización en la obtención de resultados respecto a una actividad para estimular el aprendizaje. En este sentido, este trabajo plantea un análisis de publicaciones en bases de datos internacionales en las que se aborda la cuestión de la ludificación en el entorno de blended learning. Para ello se realiza una revisión de literatura científica, aplicando la documentación como método para la sistematización. El estudio que se presenta analiza 34 aportaciones entre 2012 y 2017* indexadas en las bases de datos WOS y Scopus, utilizando una estrategia de búsqueda basada en cuatro criterios: público (destinatario), tópico, diseño metodológico y conclusiones principales. Los resultados demuestran que las publicaciones reseñadas se centran en estudiantes de educación superior, especialmente del ámbito de la ingeniería, exponen prototipos y modelos, y presentan diseños metodológicos en los que predomina el marco teórico-conceptual, seguido de estudios empírico cuantitativos. Se deduce, en consecuencia, entre otros aspectos, la necesidad de seguir impulsando la convergencia ente ludificación y blended learning, dado el efecto positivo que conlleva en relación con la motivación, retroalimentación y en la adquisición de competencias por parte de los estudiantes.The use of gamification in the blended learning environment constitutes an innovation that greatly impacts learning possibilities. It shares features with blended learning, such as an increase in motivation and the optimization of results with respect to an activity that stimulates learning. In this sense, this paper outlines an analysis of publications in international databases in which the subject of gamification is addressed within the blended learning environment. This scientific literature review has been prepared using documentation as a method of systematization. This research analyzes 34 contributions between 2012 and 2017* indexed in the WOS and Scopus databases, using a search strategy with four criteria: recipients, topic, methodological design and main conclusions. Results demonstrate that the documented publications are focused on higher education students, especially in the area of engineering, display prototypes and models and feature methodological designs, in which the conceptualtheoretical framework predominates, followed by empirical and quantitative research. Amongst other outcomes, this paper concludes that there is a need to continue boosting the convergence between gamification and blended learning, due to its positive effects related to motivation, feedback and the acquisition of competencies by students

Collaborative Decision-Making Processes for Cultural Heritage Enhancement: The Play ReCH Platform

These days, cultural heritage is one of the topics at the center of the urban sustainability agenda. Current economic and urbanization trends place significant pressure on urban resources, systems, and infrastructures and demand for novel approaches in governing, financing, and monitoring urban performances with particular attention to abandoned, unused, or underutilized cultural heritage, defined “waste heritage.” In this perspective, cities are laboratories where innovative and collaborative approaches can be tested, and culture-led processes can be implemented consistent with circular economy principles. In order to structure and activating collaborative decision-making processes for regeneration and adaptive transformation of cultural heritage, gamification assumes a central role. The chapter analyzes the interaction among gamification and collaborative decision-making processes relevant to support the enhancement of cultural heritage and describes the Play ReCH (Reuse Cultural Heritage) platform, winner of the 2019 Welfare Che Impresa call, activated with the purpose to promote a cultural creative enterprise and include cooperation and innovation in cultural heritage regeneration processes. Play ReCH allows rethinking the management model of cultural heritage reuse through gamification processes in combining technology and reality, involving city users within creative processes

Teaching Food and Beverage Services Through Gamification

Technology and Livelihood Education (TLE) in the Philippines is continuously progressing due to the demand of global community in technical skills. In this progression in education, inadequate teaching and learning materials, and teaching strategy that are suitable in the new curriculum becomes a problem inside the classroom. The use of technology is constantly upgrading the classroom environment. It is being used by teachers to enhance the creativity, innovation, and engagement of their teaching methods. Moreover, it has the capability to increase student’s attainment and escalate their future opportunities, whatever career they choose. Among this innovative teaching strategy is gamification. Gamification is a teaching strategy that increases students’ participation, wherein teacher uses technology game-based to discuss lessons or to do task. This study is intended to determine the effects of gamification as teaching strategy through the performance of selected Grade 9 students in Bagong Silangan High School and to know the challenges encounter using this strategy. Furthermore, this study employed Quasi-experimental design of research. According to White and Sabarwal (2014), quasi-experimental design is known to be the association of groups that is as similar as possible to the experimental group when it comes to the characteristics of pre-intervention. The comparison group captures what would have been the outcomes if the intervention had not been implemented. Hence, the intervention can be said to have cause any difference in outcomes between the treatment and comparison groups. Based on the data gathered, the following major findings are: The academic performance of both control and experimental group on their first quarter grade in Food and Beverage Services is equal before the start of the experiment

A review of cyber-ranges and test-beds:current and future trends

Cyber situational awareness has been proven to be of value in forming a comprehensive understanding of threats and vulnerabilities within organisations, as the degree of exposure is governed by the prevailing levels of cyber-hygiene and established processes. A more accurate assessment of the security provision informs on the most vulnerable environments that necessitate more diligent management. The rapid proliferation in the automation of cyber-attacks is reducing the gap between information and operational technologies and the need to review the current levels of robustness against new sophisticated cyber-attacks, trends, technologies and mitigation countermeasures has become pressing. A deeper characterisation is also the basis with which to predict future vulnerabilities in turn guiding the most appropriate deployment technologies. Thus, refreshing established practices and the scope of the training to support the decision making of users and operators. The foundation of the training provision is the use of Cyber-Ranges (CRs) and Test-Beds (TBs), platforms/tools that help inculcate a deeper understanding of the evolution of an attack and the methodology to deploy the most impactful countermeasures to arrest breaches. In this paper, an evaluation of documented CR and TB platforms is evaluated. CRs and TBs are segmented by type, technology, threat scenarios, applications and the scope of attainable training. To enrich the analysis of documented CR and TB research and cap the study, a taxonomy is developed to provide a broader comprehension of the future of CRs and TBs. The taxonomy elaborates on the CRs/TBs dimensions, as well as, highlighting a diminishing differentiation between application areas

Teaching Food and Beverage Services Through Gamification

Technology and Livelihood Education (TLE) in the Philippines is continuously progressing due to the demand of global community in technical skills. In this progression in education, inadequate teaching and learning materials, and teaching strategy that are suitable in the new curriculum becomes a problem inside the classroom. The use of technology is constantly upgrading the classroom environment. It is being used by teachers to enhance the creativity, innovation, and engagement of their teaching methods. Moreover, it has the capability to increase student’s attainment and escalate their future opportunities, whatever career they choose. Among this innovative teaching strategy is gamification. Gamification is a teaching strategy that increases students’ participation, wherein teacher uses technology game-based to discuss lessons or to do task. This study is intended to determine the effects of gamification as teaching strategy through the performance of selected Grade 9 students in Bagong Silangan High School and to know the challenges encounter using this strategy. Furthermore, this study employed Quasi-experimental design of research. According to White and Sabarwal (2014), quasi-experimental design is known to be the association of groups that is as similar as possible to the experimental group when it comes to the characteristics of pre-intervention. The comparison group captures what would have been the outcomes if the intervention had not been implemented. Hence, the intervention can be said to have cause any difference in outcomes between the treatment and comparison groups. Based on the data gathered, the following major findings are: The academic performance of both control and experimental group on their first quarter grade in Food and Beverage Services is equal before the start of the experiment. The performance of control group in pretest is slightly advance compared to the experimental group. During posttest, students taught using gamification, gained advantage over those taught using the traditional approach. And based on the retention test scores of the students, experimental group advances more over control group. The performance of control group in pretest is slightly advance compared to the experimental group. During posttest, students taught using gamification, gained advantage over those taught using the traditional approach. And based on the retention test scores of the students, experimental group advances more over control group. And lastly, problems encountered by the students in gamification comes in accessing different websites while the lesson is on-going, no, or slow internet connection, no gadgets available, compatibility of the application to the device, time consuming and it makes the class unruly