538 research outputs found
Gamified Lecture Courses Improve Student Evaluations but Not Exam Scores
Comprend des références bibliographique
Play to get Instant Feedback â Using Game-Based Apps to Overcome the Feedback Gap in Lectures and Online Teaching
The COVID-19 situation accelerated the digital transformation in educational settings worldwide. Within a short time frame of several weeks, a full digital transformation took place. In the meantime, however, the trend of this rapid digital transformation seems to be going back to face-to-face teaching, and a rollback to traditional teaching methods can be observed. In this article, we aim to show that digital teaching approaches cannot only be included in online teaching but should also be considered after returning to face-to-face teaching. In particular, we focus on improving feedback in large-scale educational settings. We observe that providing and receiving appropriate feedback on learning and teaching activities is challenging independently of the specific teaching settings (in-class or online). This is particularly problematic because feedback is essential in learning processes. To address this, we combine the concepts of learning analytics and gamification to design a lecture game app that can be used (1) to motivate students to participate in formative assessments, (2) to collect learning-related data, and (3) to analyze this data to provide instant feedback. After integrating the lecture game in different settings, we conclude that digital tools can be useful independently of the specific learning setting
Implementation of Gamification Principles into Higher Education
The field of education was distinctly affected by the development of information and communication technologies, as they can make education more efficient, interactive, and available. Today’s students call for new innovative educational approaches. Digital communication technologies are the organic part of their life and they are group-oriented and experienced users of these technologies. Information and communication technologies must be used in a new and more interactive way to motivate this new generation of students. One of the ways might be gamified learning. The gamification of education is an approach, which uses game practices and elements in a process of learning. Its main objective is to increase students' interest in learned topics and to motivate them to endure in learning. The gamification of the educational process is introduced in the curricula of several courses at our faculty. The paper aims to give a short overview of tools and methods of gamification of the education process. In addition to that, the implementation of gamification in our learning management system Moodle-supported business informatics course is presented
Assessment of the Socrative platform as an interactive and didactic tool in the performance improvement of STEM university students
This paper collects and analyzes students\u27 academic results related to the change in teaching methodologies used in different subjects of different science and engineering university courses between 2013 and 2016. This change means introducing active methodologies such as gamification and ICT instead of a traditional methodology. With this purpose the use of Socrative, a platform that has been designed for the educational field, was introduced during said period. Interaction with the Socrative platform took place in well prepared classrooms with computers and internet connections, including the use of personal mobile devices (laptops, smartphones and tablets) according to the BYOD methodology. The active methodology implemented allowed students to improve their academic results while learning and improving their passing rates
Best of Both Worlds: The Inclusion of Gamification in Virtual Lab Environments to Increase Educational Value
Previous research investigating gamification and virtual laboratories has suggested that both are successful in educational outcomes, but few have looked at both gamification and virtual labs in tandem. This research explores the idea of investigating both contexts within one unified platform. We examine whether using gamification within virtual labs is effective in enhancing learnersâ educational performance. Particularly, we employ leaderboards as a motivational gamification mechanism for more engagement and participation that can result in higher learning outcomes. Using a sample of students, our results show that utilization of gamification within a virtual lab environment causes students to exhibit higher performance in terms of more task accomplishments (specifically more complex tasks) and higher self-efficacy. The current findings show promising evidence on the positive influence of gamification within virtual lab learning environments
A Comparison of Registered Nursesâ Motivation and Knowledge Levels Between Gamified And Traditional Courses
Registered nurses (RNs) working in todayâs healthcare environment must consistently learn new knowledge and skills, keep abreast of practice changes, and implement strategies to improve patient outcomes. However, healthcare organizations face significant challenges as they attempt to facilitate efficient training. Nursing professional development practitioners miss opportunities to leverage learner motivation, which drives investment, knowledge retention, and practice application. Gamification, which strategically embeds game elements and mechanics into an educational design to boost motivation, offers a potential solution. It aims to increase learner engagement by presenting learners with challenges, tracking their progress, and offering feedback, ultimately leading to knowledge retention and application. The purpose of this quantitative study was to examine whether gamification leads to increases in motivation to learn and knowledge levels for RNs. Specifically, the study focused on RNs who did not have previous cardiac monitoring experience. The study used flow theory and self-determination theory to optimally incorporate gamification. A quasi-experimental posttest-only design with a comparison group allowed for comparisons among RNs who completed a traditional ECG course with those who completed a gamified ECG course. The comparison group contained 66 eligible participants who completed the survey and the experimental group contained 64 participants. Post-course surveys were electronically distributed to registered nurses who completed either the traditional or the gamified version of the ECG course. Research instruments included a demographic survey, the Flow Perceptions Questionnaire (a self-reporting motivational survey), and an ECG knowledge test. Additionally, RNs who completed the gamified version were administered a short survey measuring the motivational effects of included game elements and mechanics. Two hierarchical multiple regressions were conducted to identify differences between the comparison and experimental groups when controlling for age and current patient care environment. The first indicated the addition of the variable class type to the prediction of ECG test scores was statistically significant (ÎR2 = .116, p \u3c.001). Therefore, the experimental group scored statistically significantly higher than the comparison group. The second hierarchical multiple regression suggested the addition of the variable class type to the prediction of Flow Perceptions Questionnaire scores was not statistically significant (ÎR2 = .006, p = .397). Thus, no significant differences were discovered between the two groups specific to learner motivation. In fact, the comparison group reported higher motivation levels than the experimental group. The proposed theoretical framework effectively guided the ECG courseâs gamification design; however, since anticipated learner motivation scores were not achieved, minor adjustments might be warranted. Game mechanics and game elements, specifically selected for the gamified ECG course based on learner personas, were mostly rated as promoting higher motivation levels. Future research must be conducted to improve sample diversity, control, and motivation measurement, in addition to exploring qualitative data, longitudinal outcomes, and gamificationâs various technological sophistication levels
Assessing the Efficacy of Incorporating Game Dynamics in a Learning Management System
The goal of the study was to see if gamification of a Learning Management System (LMS) would increase a number of desirable outcomes: student interest, motivation, satisfaction, student learning and perception of pedagogical affect. These constructs were measured in a survey, except for learning, which was measured by grades. Gamification of the LMS included the addition of all of the following: (1) An illustrated heroâs adventure storyline with monsters to overcome by completing quests (assignments and assessments), (2) Olympic colored badges to represent individual grades as well as overall progress, (3) Points earned on a game-like scaleâe.g., 100,000 points for the course, (4) A leaderboard with anonymous names and avatars, (5) Lives which allowed students to turn in a fixed number of late assignments without penalty. While open-ended responses suggested that students appreciated some gamification aspects, the quantitative data suggested that gamification has virtually no effect on the constructs measured. Only relatedness (a sub-construct of motivation) and student interest were found to be significant, although with small effect sizes. This study contributes to existing literature by exploring the impact of gamification of an LMS for a required introductory course in information systems
Reading Comprehension and Behavior in Children Using E-books vs. Printed Books
The purpose of this research is to investigate the influence that personalized, gamified, and PDF electronic reading practices have on the
attitudes which fifth-grade students possess toward e-reading experiences, as well as how these stances affect the students' motivation and
reading comprehension while they are learning English as a second/foreign language (EFL). For the purpose of the study, there were a
total of 84 fifth-grade kids from public schools in Greece, who participated. These students were split up into three different experimental
groups and a control one. Participants in the experimental groups read throughout the treatment period according to a preset schedule
using one of three diverse electronic reading formats (PDF, gamified, or customized), whilst participants in the control group read
utilizing a paper guided reading plan. The participants' experiences playing video games online were analyzed via a technique called the
quasi-experimental approach. According to the findings of the research, the experimental group and the control group did not significantly
vary from one another in terms of their levels of reading comprehension. On the other hand, in comparison to the participants in the
control group, those who took part in the experiments reported having more favorable sentiments regarding their electronic reading
experiences and were more inspired to read. As indicated from the research findings, kids may experience an increase in their desire to
read when they use electronic gadgets. This study has implications for educators and policymakers as they consider incorporating digital
reading practices into their teaching methods, particularly when it comes to improving students' motivation to read
Undergraduate and Graduate Studentsâ Retrospective Perception of Flipped Learning in Dietetics Curricula
Most studies investigating flipped learning fail to assess how student perceptions of flipped learning may change once the class is complete, and students have a chance to reflect on the experience. Follow-up studies are needed to evaluate the sustainability of the benefits from flipped learning among students and how they feel it prepares them, if at all, for future classes and/or their professional lives. Therefore, the objective of this study was to explore how graduate and undergraduate dietetics students retrospectively perceive a course that used flipped learning 2 years after they completed the course. Two focus groups with undergraduate (n=5) and graduate (n=6) students were conducted regarding their perception and experience in a flipped advanced metabolism class with the same instructor. Content analysis was applied to the focus group transcripts by two investigators. Six themes were discovered from the focus group transcripts: 1) metacognition and the learning process, 2) roles and responsibility for learning, 3) collaborative learning, 4) class experience, 5) adjustment to flipped learning, and 6) flipped learning is conditional. Overall, students felt that the flipped class helped them learn how they learn and they have to put in work to achieve deeper learning. Students thought that the class activities used in a flipped class were engaging, added variety, and allowed them to apply their knowledge. Students reflected that using flipped learning helped them build relationships in their class, created a safe space for questions, and there was more time and opportunities to ask questions vs. traditional lecture
The Guilded Classroom: Using Gamification to Engage and Motivate Undergraduates
There is a breadth of psychological research that points to potential cognitive benefits of game play. Games engage and motivate learners while promoting mastery of skills and content knowledge. Further, thoughtfully applying gaming elements and structures to classroom environments, an approach called gamification, has the potential to optimize learning. This paper discusses theory-driven classroom gamification innovations implemented in an undergraduate educational psychology course and uses a case study approach to understand how these changes impacted studentsâ in-class learning experiences in positive ways. We will discuss specific interventions, studentsâ perceptions of these interventions, instructor reflection of the effects on student learning outcomes, and implications for classroom practice.
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