Describe Innovative and Creative Approaches to On-The-Go Learning

As the landscape of technology changes, businesses are seeking the best ways to incorporate on-the-go learning into educating employees. Recognizing this, when using mobile education for knowledge transfer it is beneficial to look at companies successfully implementing such training and what they are doing in terms of utilizing innovation and newest trends of on-the-go learning. The purpose of this article is to offer a snapshot of what is on the forefront of mobile learning and the organizations putting these approaches into practice

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

The global Covid-19 pandemic caused havoc in higher education teaching routines and several residential institutions encouraged instructors to convert existing modules to flipped classrooms as part of an online, blended learning strategy. Even though this seems a reasonable request, instructors straightaway encountered challenges which include a vague concept of what an online flipped classroom entails within a higher education context, a lack of guidelines for converting an existing module, facilitating learner engagement as well as unique challenges for inclusion of all learners in a digitally divided developing country in Covid-19 lockdown. In order to respond, we embarked on a study to identify the distinguishing characteristics of flipped classrooms to understand the as-is and to-be scenarios using a systematic literature review. The characteristics were used to develop of design considerations to convert to an online flipped classroom for higher education taking our diverse learner profiles into account. We subsequently converted a short module in an information systems department and shortly report on our experience

DOES THE WINNER TAKE IT ALL? – TOWARDS AN UNDERSTANDING OF WHY THERE MIGHT BE NO ONE-SIZE-FITS-ALL GAMIFICATION DESIGN

Despite the popularity of gamification, and the positive effects of games in daily life, many gamification projects fail. A possible explanation for this observation is that most projects follow a one-size-fits-all approach without considering what the intended users really want. Closely related to this, most approaches focus on the integration of competitive game structures even though several mechanisms are available. This applies especially for the learning context of the study. Consequently, we aim to investigate the effectiveness of multiple gamification configurations based on different underlying motivational structures of users. To achieve our goal, we combine social comparison and social interdependence theory. This integration of theories helps to identify reward structures. They serve to analyze differences in user needs concerning their motivation to learn. We develop hypotheses that expose four different reward structures: autonomous, competitive, cooperative, and co-competitive. Our research-in-progress paper closes with an outline of an upcoming experiment. Once our research is completed, we expect to be able to better understand how differences in the users’ motivational structures influence their motivation in the context of learning, and how gamification configurations can be adapted based on a user’s underlying motivational structures

Examining Game-like Design Elements and Student Engagement in an Online Asychronous Course for Undergraduate University Students

Due to growing number of online university courses (Allen & Seaman, 2016; Picciano, 2015; Wladis, Wladis, & Hachey, 2014), this study examined whether game-like design strategies can be used to increase the quality of an asynchronous online course experience for undergraduate students. Student engagement is related to learning activities such as student-student, student-instructor, and student-course material interaction, as well as positive factors such as satisfaction, accomplishment, and active and collaborative learning (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006; Shea et al., 2010). While there is a growing body of literature that deals with using game mechanics in instructional design generally, less is known about how game mechanics can increase student engagement in an online, asynchronous, university-level course. The quasi-treatment design of this study allowed for the comparison of student experiences in two versions of the same asynchronous undergraduate course. Data were collected via an online survey of perceived engagement, LMS-supported analytics, and grades. This study shows the current technology use of the students. The majority of students who participated in this study have been using the internet and computers for seven years or more. Based on this study, designers and instructors of online courses may consider using game-like hidden badges as a way to improve engagement in the asynchronous learning environment. Reward schedules, clues, reminders, and profiles could be essential for efficient implementation of game mechanics

Using Gamification to Enhance Second Language Learning

One major competence for learners in the 21st century is acquiring a second language (L2). Based on this, L2 instruction has integrated new concepts to motivate learners in their pursue of achieving fluency. A concept that is adaptable to digital natives and digital immigrants that are learning a L2 is Gamification. As a pedagogical strategy, Gamification is basically new, but it has been used successfully in the business world. Gamification not only uses game elements and game design techniques in non-game contexts (Werbach & Hunter, 2012), but also empowers and engages the learner with motivational skills towards a learning approach and sustaining a relax atmosphere. This personality factor as Brown (1994) addresses is fundamental in the teaching and learning of L2.  This article covers aspects regarding language, second language learning methodology and approaches, an overview of the integration of technology towards L2 instruction, Gamification as a concept, motivational theory, educational implications for integrating the strategy effectively, and current applications used. It also calls for a necessity of empirical evidence and research in regards to the strategy

An Analysis of the Effect of Digital Badging on Workplace Self-Directed E-Learners\u27 Achievement, Persistence, and Self-Regulation

Despite the advantages and increase in popularity of self-directed e-learning, this mode of learning is still reported to suffer from low voluntary enrollment rates, high learner dropout rates, as well as low retention of learning. Although there is a paucity of motivation research with regard to self-directed e-learning, a considerable number of studies identify shortfalls in factors related to learner motivation as the most prevalent factor contributing to these pitfalls. The current study investigated the effect of digital badges, an extrinsic reward, on learning effectiveness, persistence and self-regulation in a corporate self-directed e-learning environment. The study employed an experimental between-subjects design with one independent variable, the opportunity to earn digital badges. The dependent variables for the study included learning achievement, learning retention, persistence to course completion, and self-regulation. Participants completed one required e-learning module and had the opportunity to engage with two elective ones. The experimental group had the opportunity to earn digital badges while the control group did not. The study sample (N=76) consisted of new or existing employees working in various roles in a corporate organization. A series of Mann-Whitney U tests were performed to determine group differences in learning achievement, learning retention, persistence to course completion and self-regulation. The results of these analyses found significant median differences in all four dependent variables on the basis of group, suggesting a consequential relationship between the use of digital badges and the variables examined. This study contributed to research on the use of gamification as a motivational strategy within the e-learning context. It also helped establish the impact of digital badge use on learning effectiveness and engagement in adult self-directed e-Learners

Implementation of TPACK in Microteaching of Mathematics Education Students Based on Online Learning Platforms

The purpose of this study was to determine the effectiveness of the implementation of TPACK in microteaching mathematics education students in terms of differences in online learning platforms. The type of research used in this study is Mixed Method with a Sequential Explanatory design by starting with quantitative data collection and then continuing with qualitative data collection.. The subjects in this study consisted of 12 mathematics students. Subjects were given a TPACK ability test and the opportunity to simulate learning using an online learning platform, then conducted in-depth interviews regarding the implementation results. The results showed that there were differences in the ability to implement student TPACK in microteaching consisting of PCK components including basic skills of explaining and asking, TPK components covering basic skills of explaining and providing reinforcement, TCK components covering basic skills of explaining and providing variations, and TPACK components covering basic skills of opening and closing as well as essential skills of managing small groups. Based on the two platforms used, Moodle is better when compared to Google Classroom in supporting and making it easier for students to implement TPACK when compared to using Google Classroom. Especially in terms of appearance, features, integration with other applications, and storage limits. It can be stated that Moodle is more effective when compared to Google Classroom in implementing TPACK in microteaching

AI-Based Adaptive Learning: A Systematic Mapping of the Literature

With the aid of technology advancement, the field of education has seen a noticeable transformation. The teaching-learning process is now more interactive and is no longer restricted to students' physical presence in the classroom but instead makes use of specialized online platforms. In recent years, solutions that offer learning routes customized to learners' needs have become more necessary. In this regard, artificial intelligence has served as an excellent answer, allowing for the building of educational systems that can accommodate a wide range of student needs. Through this paper, a systematic mapping of the literature on AI-based adaptive learning is presented. The examination of 93 articles published between 2000 and 2022 made it possible to draw several conclusions, including the number of adaptive learning environments based on AI, the types of AI algorithms used, the objectives targeted by these systems as well as factors related to adaptation. This study may serve as a springboard for further investigation into how to address the problems raised by the current state.&nbsp

THE IMPACT OF GAMIFICATION ON THE MATHEMATICS ACHIEVEMENT OF ELEMENTARY STUDENTS

This study explores the use of gamification in elementary math. Living in a Global society requires students to use technology in classes daily. Students are using technology to complete a task that is aligned to state standards. These tasks are geared to help students master grade-level skills. So often, teachers are finding that students are completing the task just to comply. Teachers are seeking problems that will help with student engagement and prepare students for mastery of grade-level skills. Teachers are looking for a problem that serves the purpose of both. Teachers are looking for programs that engage students as well as help with mastering grade-level skills. The purpose of this study is to analyze how the use of gamification (computer-based games) could improve student achievement in math. Teachers are searching for computer applications/programs to help with mastery of skills. They are looking for different programs that will aid in the integration of technology but can also provide meaningful data to support student achievement with grade-level skills. This study is a quasi-experimental study that used a control group and a treatment group that was non-randomized with the use of pretest and posttest design. Quasi-experiments aim to evaluate interventions but do not use the randomization of participants included in the study (Harris, 2006). Quasi-experimental research design was used for several reasons. The research had a small number of students, and test scores were taken before and after the use of the gamification. Analysis of Covariance was used to determine if students receiving gamification in Math instruction could score higher than students not receiving gamification. Student Math IOWA post-test scores in ten categories were used as dependent variables for comparison. Student Math IOWA pre-test scores, student RTI, gender and race were used as covariates to control the possible impact these variables might have on the student post-test scores

Gaming in Action

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