1,487 research outputs found

    Building Inclusive University Culture by Gameful Design of Teaching

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    Inclusive learning environments with active learning are well supported in peer reviewed research. STEM industries require graduates, but students are not engaged and stereotype threat prevents academic success. Campus cultures often reinforce silent desperation of creative minds. Gameful design can promote the building of empathy between participants, which is a start of grassroots support for inclusive culture in the classroom, online, and campus wide. Session Objectives: (1) Analyze research in active learning and inclusive teaching. (2) Analyze the connection between gameful design and inclusive campus culture. (3) Evaluate case studies in gameful design of teaching and learning

    Learning computing heritage through gaming – whilst teaching digital development through history

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    This paper analyses the potential of computer games and interactive projects within the learning programmes for cultural heritage institutions through our experiences working in partnership between higher education and a museum. Gamification is cited as a key disruptive technology for the business and enterprise community, and developments in games technology are also driving the expansion of digital media into all different screen spaces, and various platforms. Our research aims to take these as beneficial indicators for pedagogic development, using gaming to support knowledge transfer related to a museum setting, and using the museum as a key scenario for our students to support the practice of game development. Thus gamification is applied as both a topic and a methodology for educational purposes

    Co-creativity through play and game design thinking

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    Assessment of co-creativity in the process of game design

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    We consider game design as a sociocultural and knowledge modelling activity, engaging participants in the design of a scenario and a game universe based on a real or imaginary socio-historical context, where characters can introduce life narratives and interaction that display either known social realities or entirely new ones. In this research, participants of the co-creation activity are Malaysian students who were working in groups to design game-based learning resources for rural school children. After the co-creativity activity, the students were invited to answer the co-creativity scale, an adapted version of the Assessment Scale of Creative Collaboration (ASCC), combining both the co-creativity factors and learners’ experiences on their interests, and difficulties they faced during the co-creativity process. The preliminary results showed a high diversity on the participants’ attitudes towards collaboration, especially related to their preferences towards individual or collaborative work

    Gamification as behavioral psychology

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    Gameful Design in the Development of Asynchronous Online Discussion Activities: A Case Study

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    This study investigates Gameful Design as a method to improve the development and implementation of Asynchronous Online Discussions in online learning environments. A qualitative methodology, an instrumental case study design, was used to examine the effectiveness of this design method by exploring the experiences of the participants and the meaning they gave to those experiences. Data was collected through observation, discussion transcript analysis, and pre/post-course interviews. Validity was strengthened by triangulation of these sources. The findings showed that gameful design was an effective method to encourage the development of a connected and engaged learning community within an online class and promoted social knowledge construction among the students. Students participated not because they had to get a grade, but because they enjoyed the activity and sharing with their classmates. Implications and recommendations are discussed as well as other uses for gameful design and further research possibilities

    Gameful Learning for a More Sustainable World – Measuring the Effect of Design Elements on Long-Term Learning Outcomes in Correct Waste Sorting

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    Municipal waste sorting is an important but neglected topic within sustainability-oriented Information Systems research. Most waste management systems depend on the quality of their citizens pre-sorting but lack teaching resources. Thus, it is important to raise awareness and knowledge on correct waste sorting to strengthen current efforts. Having shown promising results in raising learning outcomes and motivation in domains like health and economics, gamification is an auspicious approach to address this problem. The paper explores the effectiveness of gameful design on learning outcomes of waste sorting knowledge with a mobile game app that implements two different learning strategies: repetition and elaboration. In a laboratory experiment, the overall learning outcome of participants who trained with the game was compared to that of participants who trained with standard analogue non-game materials. Furthermore, the effects of two additional, learning-enhancing design elements – repetition and look-up – were analyzed. Learning outcome in terms of long-term retention and knowledge transfer were evaluated through three different testing measures two weeks after the training: in-game, through a multiple-choice test and real-life sorting. The results show that the game significantly enhanced the learning outcome of waste sorting knowledge for all measures, which is particularly remarkable for the real-life measure, as similar studies were not successful with regard to knowledge transfer to real life. Furthermore, look-up is found to be a promising game design element that is not yet established in IS literature and therefore should be considered more thoroughly in future research and practical implementations alike

    Gameful Learning for a More Sustainable World

    Get PDF
    Municipal waste sorting is an important but neglected topic within sustainability-oriented Information Systems research. Most waste management systems depend on the quality of their citizens pre-sorting but lack teaching resources. Thus, it is important to raise awareness and knowledge on correct waste sorting to strengthen current efforts. Having shown promising results in raising learning outcomes and motivation in domains like health and economics, gamification is an auspicious approach to address this problem. The paper explores the effectiveness of gameful design on learning outcomes of waste sorting knowledge with a mobile game app that implements two different learning strategies: repetition and elaboration. In a laboratory experiment, the overall learning outcome of participants who trained with the game was compared to that of participants who trained with standard analogue non-game materials. Furthermore, the effects of two additional, learning-enhancing design elements – repetition and look-up – were analyzed. Learning outcome in terms of long-term retention and knowledge transfer were evaluated through three different testing measures two weeks after the training: in-game, through a multiple-choice test and real-life sorting. The results show that the game significantly enhanced the learning outcome of waste sorting knowledge for all measures, which is particularly remarkable for the real-life measure, as similar studies were not successful with regard to knowledge transfer to real life. Furthermore, look-up is found to be a promising game design element that is not yet established in IS literature and therefore should be considered more thoroughly in future research and practical implementations alike

    Building a Better Game: A Theory of Gameful Learning & the Construction of Student Personas with Agency

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    Gameful course design creates learning environments that support student motivation, drawing inspiration from well-designed games. This dissertation establishes the theoretical framework on which gameful pedagogy is founded. One key piece of gameful course design is that the instructor creates opportunities for students to make decisions about how they will complete course work. Designing these opportunities requires instructors to reflect on how different types of students are likely to behave, and to decide what grade outcomes can be earned through different routes of action. The field of Human-Computer Interaction uses a design tool called personas to help software developers better understand target users and their respective goals as they build new technologies. This dissertation investigates what choices students made within a gameful course, with the intention of developing a method to systematically construct student personas, based on a combination of behavioral, performance, demographic, and psycho-social data. Such personas would ideally enable instructors to more finely tune gameful course structures to student needs. While this research succeeded in establishing a method to describe the pathways students took through the gameful course studied, it identified very little commonality in students’ choices at the assignment level: the 159 students studied took 158 unique pathways through the core assignment work. This finding speaks to the success of gameful course design in enabling students to have autonomy over their learning experience, but, in addition to a general lack of significant findings between basic student characteristics and assignment choice, did not allow for the creation of data-driven personas that felt cohesive and representative of the students they represented. Three goals for future research into data-driven personas are identified: First, to confirm in a larger and more diverse context that the characteristics examined in this study do not have strong relationships to assignment choice. Second, to re-evaluate whether characteristics like ethnicity and gender need to be included in learner personas at all if they do not offer a better understanding of how similar learners are likely to behave. And third, to investigate whether it is more valuable to iterative course design to focus on how different behavior patterns relate to each and impact each other rather than assuming that the patterns themselves will relate to any particular learner characteristic.PHDInformationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttps://deepblue.lib.umich.edu/bitstream/2027.42/144070/1/cholma_1.pd

    An evaluation of undergraduate student nurses' gameful experience whilst playing a digital escape room as part of a FIRST year module: a cross-sectional study

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    The circumstances arising from the COVID-19 pandemic have accelerated the use of digital teaching and learning in health professions education. Digital gamification-based teaching and learning activities are innovative and versatile tools for the acquisition of professional competencies in higher education, which can be used on a range of topics and can be supplemental to other teaching methods
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