The Perceptions of College Faculty Toward Gamification: Opportunities and Challenges

Gamification is the use of game elements (storytelling, leaderboard, badges, points, and progress bars), mechanics (rules, objectives and challenges), and game designs in non-game contexts (Deterding, 2012; Kapp, 2012; Wiggins, 2016). The use of gamification in learning environments has been on a steady increase since 2010 (Deterding, 2017). This may be due to the limitations of game-based learning, and the need for specialized instructors (Simoes, Redondo, & Vilas, 2013). However, researchers such as Boer (2014) believe the effects of gamification on students’ engagement and motivation appear lower than expected. This is because studies such as Dichev and Dicheva (2017) indicated that its effect on motivation was lower than anticipated and argued that the design of a successful gamified learning experience that could motivate learning and change behaviors remained a guessing practice. This study used the collective case study method for data analysis and the syntheses of studies from gamification researchers to investigate and understand faculty members’ perceptions of the opportunities and challenges inherent in the use of gamification in adult students’ learning. The study then developed a robust framework for scientifically designing successful gamification learning experiences using Keller’s (1979, 1987) attention, relevance, confidence and satisfaction (ARCS) model of motivation, and Freire’s (2013) critical thinking concept as guiding lenses. Among other findings, the study found that a well-designed gamified learning experience engenders the following opportunities: (a) reduces the barriers to learning through the use of meaningful storytelling, which enables the opportunity to inject humor and experiential learning; (b) stimulates intrinsic motivation through the use of the game element of teamwork or group work, which induces good student-to-student and students-to-faculty relationships; and (c) creates the feelings of autonomy in students with the use of the game design principle of repetition

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). This CASTLE postulates that social cues in digital materials activate social schemata in learners leading to enhanced (para-)social, motivational, emotional, and metacognitive processes. To substantiate this theory, socio-cognitive theories are used, which predict social influences on learning with digital materials. Besides, previous empirical findings are presented assuming that with a rising number of social cues in digital materials, the influence of social processes increases. Finally, consequences regarding the design of digital learning media are discussed

Security and Online learning: to protect or prohibit

The rapid development of online learning is opening up many new learning opportunities. Yet, with this increased potential come a myriad of risks. Usable security systems are essential as poor usability in security can result in excluding intended users while allowing sensitive data to be released to unacceptable recipients. This chapter presents findings concerned with usability for two security issues: authentication mechanisms and privacy. Usability issues such as memorability, feedback, guidance, context of use and concepts of information ownership are reviewed within various environments. This chapter also reviews the roots of these usability difficulties in the culture clash between the non-user-oriented perspective of security and the information exchange culture of the education domain. Finally an account is provided of how future systems can be developed which maintain security and yet are still usable

Investigating the impact of pedagogical agent gender matching and learner choice on learning outcomes and perceptions

abstract: The similarity attraction hypothesis posits that humans are drawn toward others who behave and appear similar to themselves. Two experiments examined this hypothesis with middle-school students learning electrical circuit analysis in a computer-based environment with an Animated Pedagogical Agent (APA). Experiment 1 was designed to determine whether matching the gender of the APA to the student has a positive impact on learning outcomes or student perceptions. One hundred ninety-seven middle-school students learned with the computer-based environment using an APA that matched their gender or one which was opposite in gender. Female students reported higher program ratings when the APA matched their gender. Male students, on the other hand, reported higher program ratings than females when the APA did not match their gender. Experiment 2 systematically tested the impact of providing learners the choice among four APAs on learning outcomes and student perceptions. Three hundred thirty-four middle-school students received either a pre-assigned random APA or were free to choose from four APA options: young male agent, older male agent, young female agent, or older female agent. Learners had higher far transfer scores when provided a choice of animated agent, but student perceptions were not impacted by having the ability to make this choice. We suggest that offering students learner control positively impacts student motivation and learning by increasing student perceptions of autonomy, responsibility for the success of the instructional materials, and global satisfaction with the design of materials.NOTICE: this is the author’s version of a work that was accepted for publication in COMPUTERS & EDUCATION. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in COMPUTERS & EDUCATION Volume 67, September 2013, Pages 36–50 http://dx.doi.org/10.1016/j.compedu.2013.02.00

Our door is always open : Aligning Literacy LearningPractices in Writing Programs and Residential LearningCommunities

Writing studies has considered college students\u27 literacy development as a chronological progression and as influenced by their off-campus connections to various cultural and professional communities. This project considers students\u27 literacy development across disciplines and university activity systems in which they\u27re simultaneously involved to look at the (missed) opportunities for fostering transfer across writing courses and residential learning communities as parallel—but rarely coordinated—high-impact practices. Rather than calling for the development of additional programs, I argue for building/strengthening connections between these existing programs by highlighting shared learning outcomes focused on literacy skills development and learning how to learn

The net generation and digital natives: implications for higher education

Executive Summary "Our students have changed radically. Today�s students are no longer the people our educational system was designed to teach." (Prensky 2001 p1) 1. There is no evidence that there is a single new generation of young students entering Higher Education and the terms Net Generation and Digital Native do not capture the processes of change that are taking place. 2. The complex changes that are taking place in the student body have an age related component that is most obvious with the newest waves of technology. Prominent amongst these are the uses made of social networking sites (e.g. Facebook), uploading and manipulation of multimedia (e.g. YouTube) and the use of handheld devices to access the mobile Internet. 3. Demographic factors interact with age to pattern students� responses to new technologies. The most important of these are gender, mode of study (distance or place-based) and the international or home status of the student. 4. The gap between students and their teachers is not fixed, nor is the gulf so large that it cannot be bridged. In many ways the relationship is determined by the requirements teachers place upon their students to make use of new technologies and the way teachers integrate new technologies in their courses. There is little evidence that students enter university with demands for new technologies that teachers and universities cannot meet. 5. Students persistently report that they prefer moderate use of Information and Communication Technologies (ICT) in their courses. Care should be taken with this finding because the interpretation of what is �moderate� use of ICT may be changing as a range of new technologies take off and become embedded in social life and universities. 6. Universities should be confident in the provision of what might seem to be basic services. Students appreciate and make use of the foundational infrastructure for learning, even where this is often criticised as being an out of date and unimaginative use of new technology. Virtual Learning Environments (Learning or Course Management Systems) are used widely and seem to be well regarded. The provision by university libraries of online services, including the provision of online e-journals and e-books, are also positively received. 7. Students do not naturally make extensive use of many of the most discussed new technologies such as Blogs, Wikis and 3D Virtual Worlds. The use of 3D Virtual Worlds is notably low amongst students. The use of Wikis and Blogs is relatively low overall, but use does vary between different contexts, including national and regional contexts. Students who are required to use these technologies in their courses are unlikely to reject them and low use does not imply that they are inappropriate for educational use. The key point being made is that there is not a natural demand amongst students that teaching staff and universities should feel obliged to satisfy. 8. There is no obvious or consistent demand from students for changes to pedagogy at university (e.g. demands for team and group working). There may be good reasons why teachers and universities wish to revise their approaches to teaching and learning, or may wish to introduce new ways of working. Students will respond positively to changes in teaching and learning strategies that are well conceived, well explained and properly embedded in courses and degree programmes. However there is no evidence of a pent-up demand amongst students for changes in pedagogy or of a demand for greater collaboration. 9. There is no evidence of a consistent demand from students for the provision of highly individualised or personal university services. The development of university infrastructures, such as new kinds of learning environments (for example Personal Learning Environments) should be choices about the kinds of provision that the university wishes to make and not a response to general statements about what a new generation of students are demanding. 10. Advice derived from generational arguments should not be used by government and government agencies to promote changes in university structure designed to accommodate a Net Generation of Digital Natives. The evidence indicates that young students do not form a generational cohort and they do not express consistent or generationally organised demands. A key finding of this review is that political choices should be made explicit and not disguised by arguments about generational change

The influence of flow on one's intention to use e-learning.

by Hwang Fai, Kam Pui Sze.Thesis (M.B.A.)--Chinese University of Hong Kong, 2002.Includes bibliographical references (leaves 56-63).ABSTRACT --- p.iiTABLE OF CONTENTS --- p.iiiLIST OF TABLES --- p.vChapterChapter I. --- INTRODUCTION --- p.1Definition of e-learning --- p.1Traditional Classroom Learning vs. E-learning --- p.2Significance of Interactivity and Multimedia in E-learning --- p.2Cultural Difference in Learning Styles and Habits --- p.4Benefits of E-learning --- p.5Substantial Cost and Time saving --- p.5Meet Need-driven Demand --- p.5Flexibility and Convenience Enhancement --- p.6Create Learner-friendly Environment --- p.6Increased Retention --- p.6Improved Collaboration and Interactivity among Students --- p.7Ease of Information or Materials Update --- p.7Limitations of E-learning --- p.7Huge Initial Capital Investment --- p.8Technology Dependent --- p.8Technology cannot completely replace Human Contact --- p.8Personnel Resistance --- p.9Not all Courses are delivered well by Computer --- p.9Not all People are suitable for E-learning --- p.9E-learning on the Corporate Level --- p.10The Corporate E-learning Market --- p.10Barriers of Implementation --- p.11Significance of E-learning on the Corporate Level --- p.11Cost Savings to Corporations --- p.11Performance Improvement --- p.12Competitive Position --- p.12E-learning Development In Hong Kong --- p.13Chapter II. --- OBJECTIVES OF THE RESEARCHChapter III. --- RESEARCH HYPOTHESE --- p.17Conceptual Framework: Flow construct --- p.17Research Hypotheses --- p.19Direct Influence on Flow --- p.19Direct Influence on Perceived Playfulness --- p.21Direct Influence on Intention to Use E-learning --- p.21Chapter IV. --- METHODOLOGY --- p.22The Sample --- p.22Definition of Variables --- p.23Chapter V. --- RESULTS --- p.24Results for Tests for Direct Influence on Flow --- p.24Results for Tests for Direct Influence on Perceived Playfulness --- p.25Results for Tests for Direct Influence on Intention to use E-learning --- p.26Chapter VI. --- DISCUSSIONS & RECOMMENDATIONS --- p.28Chapter VII. --- LIMITATIONS OF THE STUDY --- p.35Chapter VIII. --- CONCLUSION --- p.37APPENDIX --- p.46BIBLIOGRAPHY --- p.5

Biology Laboratories at a Distance: A Case Study and Experiment of Ecology and Evolution Labs with Community College Students

Community colleges deliver more courses online; laboratory-based courses face challenges in how to do this. This study examined how ecology and evolution laboratories could effectively be delivered in an online biology community college course. Virtual simulations and hands-on, at-home kits were used in two groups. Results showed that students using the virtual simulations had higher learning gains and more positive perceptions towards their laboratory experiences than those students using athome kits. By evaluating learning gains on a pretest/posttest and utilizing interviews and focus groups, this research concluded that virtual simulations offered a superior learning experience for online learners. The results suggest that laboratory experiences offered students important advantages: course engagement, opportunities to think about the processes of science, and opportunities to engage with difficult or abstract content. Students expected laboratories to be streamlined. The results of this research suggest that instructors and administrators at community colleges critically examine the use of virtual simulations for abstract or difficult content as virtual simulations provided opportunities for greater student success than traditional, hands-on labs when delivered online. Virtual simulations provide viable alternatives to traditional laboratories for online students