How to Promote Learning Behavior? Exploring the Role of Gamification in Mobile Learning Apps from the Perspective of Affordance

With the rapid popularization of mobile network, various gamification elements have been widely used in many mobile learning apps. However, there is no complete model to explain the actual effect of these gamification elements on promoting user learning behavior. This paper analyzes the effects of two types of gamification affordance elements on user learning behavior in mobile learning apps based on affordance theory and combines with an elaboration likelihood model. The datas are collected and analyzed from 23641 Shanbay Word users. The result shows that achievement visualization affordance and competition affordance affect users learning behavior negatively, user learning intention plays a mediating role between achievement visualization affordance, competition affordance and user learning behavior, team learning climate plays a moderating role between user learning intention, achievement visualization affordance and competition affordance

The experience of the application of a gamified virtual learning environment in higher education

Virtual Learning Environments (VLE) provide a way for students to access and interact with learning experiences and assume the responsibility for their own learning, overcoming passive attitudes of listening and memorizing content. In other words, VLEs should be developed to provide teaching and learning environments that allows students to assume an active role in the development of their own knowledge and to increase their involvement. This work describes an experience of the application of a gamified VLE for the development of non- presential teaching and learning activities in the course of Statistics in a Management degree. To assess its impact, a quanti-qualitative methodology was used. Data was collected by four instruments: an online questionnaire with closed questions for students, an online questionnaire with open questions for students, a structured interview with the teacher, and instrumentation of the VLE to collect users’ actions on the platform. Results suggest that both teacher and students consider that it is beneficial to use the VLE because of its ubiquity and flexibility. Both students and the teacher consider that using VLE is beneficial, although the adaptation to gamification elements and concepts is still a challenge. The involvement of the teacher and the articulation between the VLE and the pedagogical approach is of the utmost importance to foster the students’ involvement in the teaching-learning process.info:eu-repo/semantics/publishedVersio

GAMIFICATION CONCEPT WITHOUT DIGITAL PLATFORMS: A STRATEGY FOR PARENTS ON MOTIVATING CHILDREN STUDY AT HOME DURING COVID-19 PANDEMIC

The temporary closure of schools around the world to limit the spread of the COVID-19 has induced a new challenge for parents. Particularly, for those working remotely, making sure the children follow the learning schedule given by the school and keeping them occupied at home until bedtime is no obvious duty to make efforts to boost their enthusiasm. Therefore, one strategy proposed to motivate children's learning at home is to gamify their learning activities. Numerous studies have been published on the use of various digital platforms in gamification research, however, gamified systems in a non-technology environment or non-digital platform have been inadequately discussed and investigated by scholars. Thus, in this study, we will present a concise discussion on how gamified activities can be utilized in a non-tech environment. This conceptual paper employing a systematic literature review in collecting and analyzing the data. Through a review of the current empirical and conceptual literature, this study presents a new conceptual framework of the gamification concept in a non-technology environment. The study recommends that applying game-based elements or mechanics to motivate and engage children's learning can be carried out anywhere and anytime for any grade level, without waiting for high-tech supports

Quality of Online Learning Participation in a Context of Crisis

The COVID-19 pandemic has forced educational institutions to adopt online tools in order to conduct emergency remote teaching and make efficient use of virtual learning contexts. However, although these contexts may serve to improve teaching processes, a number of issues must be taken into consideration in order to ensure quality student learning. We analyze a computer programming module taught during the first year of a Computer Science degree course at a Chilean university. The module is taught online using a Learning Management System (LMS). We discuss the type of participation required in order to achieve the construction of more complex knowledge in virtual contexts, including the need for students to formulate and post longer messages. We also emphasize the need for these messages to be simple and precise. Furthermore, we observe a relationship between the final grades obtained by students and the levels of information and quality of the messages that they post. Our results reveal that students with a positive perception of their own learning are not necessarily those who contribute to the highest level. Finally, we discuss the need for particular attention to be paid to the guidelines that define activities, as these have a considerable influence on the generation of dialogue that is conducive to the construction of new knowledge

Using Gamification to Support Users’ Adoption of Contextual Achievement Goals

Gamification is a promising approach for motivating and engaging users in nongame tasks. However, theoretical support on why and how gamification enhances users’ motivation or behavior is limited. Considering the concepts of goal orientation and goal structure suggested by achievement goal theory, we prescribe gamification design as purposely creating goal structures to support users’ goal adoption and achievement behaviors. This conceptual work addresses the question: what types of achievement goals can be associated with gamification design? Particularly, how can the use of gamification design help construct goal structures to support users’ goal adoption? Adapting achievement goal theory, we identify three sets of achievement goals, namely, cognitive competence, social competence, and social purpose, and develop six propositions on gamification design. Each proposition is illustrated with empirical examples from the literature. This research contributes to the theoretical advancement of gamification design and provides additional insights into the motivational design of information systems

Behavioral Engagement Pada Gamifikasi Perkuliahan Daring Pemrograman Visual

oai:ojs2.journal.teknologipendidikan.or.id:article/2Visual programming is one of the courses offered in the bachelor\u27s degree in educational technology. Based on a survey in the field, almost 85% of educational technology students do not have a background in learning programming. To provide motivation in learning visual programming, gamification is required in implementation. Usually the gamification principle is held offline. This study aims to determine the behavioral engagement of students during lectures by implementing online gamification. The method used was a survey of 98 students who were taking classes at the 8th meeting. The results showed that empirically the level of student behavioral engagement in visual programming courses was good in the high and medium categories, although some were categorized as low. Hypothetically, students are taking lectures at high and moderate levels. The overall results are discussed in the discussion section of the article.Pemrograman Visual adalah salah satu mata kuliah yang ditawarkan pada program studi sarjana S1 teknologi pendidikan. Berdasarkan survei di lapangan hampir 85% mahasiswa teknologi pendidikan tidak memiliki latar belakang belajar pemrograman. Untuk memberikan motivasi dalam pembelajaran pemrograman visual, maka gamifikasi diperlukan dalam pelaksanaan. Biasanya prinsip gamifikasi diselenggarakan secara luring. Penelitian ini bertujuan untuk mengetahui behavioral engagement mahasiswa saat perkuliahan berlangsung dengan menerapkan gamifikasi secara daring. Metode yang digunakan adalah survei kepada 98 mahasiswa yang sedang mengikuti perkuliahan di pertemuan ke 8. Hasil menunjukkan bahwa secara empirik tingkat behavioral engagement mahasiswa dalam perkuliahan pemrograman visual sudah baik dalam kategori tinggi dan sedang, meskipun ada yang berkatagori rendah. Secara hipotetik mahasiswa dalam menempuh perkuliahan pada tingkat yang tinggi dan sedang. Hasil secara keseluruhan didiskusikan pada bagian pembahasan dari artikel

Do We Need Different Levels of Badges for Users with Different Participation Levels? A Field Experiment from a Bicycle Commuting Program

Using a novel IT infrastructure which measures bicycle ridership within a University, we manipulate the goal condition for the awarding of badges, with participation badges for one ride per week, to challenge badges for three rides per week. Each condition is targeted at an archetype of rider: those who ride only rarely for the participation badge and thus can benefit from a goal intended to break decision inertia, and those who ride occasionally for the challenge badge who would be challenged by the challenge goal. We find marginal effects of the participation goal among rare riders, with true non-riders being especially difficult to break the state of decision inertia. With infrequent riders, we do not find significant results for the challenge goal but do find a significant increase among infrequent riders presented with the participation goal

Gamification Learning for iPad Engagement in Middle School

The purpose of this action research was to determine if gamification learning would increase iPad engagement. This research was done in a 7th grade urban middle school over nine weeks in the fall of the school year. A regular 7th grade class of 18 students and an accelerated 7th grade class of 34 students participated in the study. Informed data was collected from pre and post survey, checklists, observations, student journals and gamification platform on Classcraft. The literature review examined the how motivated and self-regulated learner skills contribute to their academic success and how these skills can be used when introduced with a 1:1 device such as an iPad. The literature review also examined how to build engagement by having the use of iPads and gamification of learning in the traditional classroom setting. Results were positive on the impact of gamification in increasing iPad engagement. This research implies that gamified learning or gamification does have an impact on increasing engagement and self-regulated learners have an increased engagement of using their iPads compared to non-self-regulated learners

Creating Engaging Experiences in MOOCs through In-Course Redeemable Rewards

Gamification strategies have been proposed to mitigate student disengagement and dropouts in massive online environments, due to the positive results shown by these strategies at lower scales. Among various gamification strategies, redeemable rewards have been identified as an effective element to intrinsically motivate students and increase their engagement in educational settings, including MOOCs. Yet, effective design, implementation and enactment of this gamification strategy in MOOC contexts might face new challenges, given the unique characteristics of these learning settings such as massiveness. As an attempt to help teachers use redeemable rewards in MOOCs, this paper analyzes the characteristics of MOOCs that influence its integration and presents a proposal of a system supporting the design, implementation and enactment of such rewards. The envisioned system is illustrated by a scenario that describes the main features of this system for teachers and students.This research has been partially funded by the Spanish Ministry of Economy and Competitiveness, under project grants TIN2014-53199-C3-2-R and TIN2017-85179-C3-2-R, and the Regional Goverment of Castilla y Leo ́n together with the European Regional Development Fund, under project grant VA082U16. The authors thank the rest of the GSIC-EMIC research team for their valuable ideas and support