Formative Research on an Instructional Design Theory for Fostering Self-Efficacy Through Gamification

The merits of gamification as a learner-centered pedagogy that positively influences learner engagement and motivation are widely established in the literature; yet, few studies have ventured beyond motivation to consider the impact gamification has on self-efficacy. Moreover, guidance for the effective design and development of gamified instruction is lacking. This study describes formative research conducted on the Gamification for Enhancing Learner Self-Efficacy (GELSE) instructional design theory, which was developed to guide the design of gamification aimed at fostering self-efficacy. The goal of formative research is to identify improvements for an instructional design theory based on a designed instance of the theory. The GELSE theory was applied to an undergraduate community health nursing course in a fully online, accelerated degree program. The theory was evaluated by answering the following questions: 1) What methods of the GELSE instructional design theory were perceived to be more effective?, 2) What methods of the GELSE instructional design theory were perceived to be less effective?, and 3) What improvements can be made to the GELSE instructional design theory?. Data was collected in this qualitative study through open-ended questionnaires, focus group interviews, semi-structured one-on-one interviews, and observations of online learner activities and social interactions. The results show that the GELSE instructional design theory is effectual for guiding the design of gamified instruction intended to foster learner self-efficacy. Additionally, the findings from the research yielded a number of recommendations for improving the GELSE theory

A 2.15 Hour Orbital Period for the Low Mass X-Ray Binary XB 1832-330 in the Globular Cluster NGC 6652

We present a candidate orbital period for the low mass X-ray binary XB 1832-330 in the globular cluster NGC 6652 using a 6.5 hour Gemini South observation of the optical counterpart of the system. Light curves in g' and r' for two LMXBs in the cluster, sources A and B in previous literature, were extracted and analyzed for periodicity using the ISIS image subtraction package. A clear sinusoidal modulation is evident in both of A's curves, of amplitude ~0.11 magnitudes in g' and ~0.065 magnitudes in r', while B's curves exhibit rapid flickering, of amplitude ~1 magnitude in g' and ~0.5 magnitudes in r'. A Lomb-Scargle test revealed a 2.15 hour periodic variation in the magnitude of A with a false alarm probability less than 10^-11, and no significant periodicity in the light curve for B. Though it is possible saturated stars in the vicinity of our sources partially contaminated our signal, the identification of A's binary period is nonetheless robust.Comment: 7 pages, 7 figures, ApJ in pres

Formative Research on an Instructional Design Theory for Fostering Self-Efficacy through Gamification

The merits of gamification as a learner-centered pedagogy that positively influences learner engagement and motivation are widely established in the literature; yet, few studies have ventured beyond motivation to consider the impact gamification has on self-efficacy. Moreover, guidance for the effective design and development of gamified instruction is lacking. This study describes formative research conducted on the Gamification for Enhancing Learner Self-Efficacy (GELSE) instructional design theory, which was developed to guide the design of gamification aimed at fostering self-efficacy. The goal of formative research is to identify improvements for an instructional design theory based on a designed instance of the theory. The GELSE theory was applied to an undergraduate community health nursing course in a fully online, accelerated degree program. The theory was evaluated by answering the following questions: 1) What methods of the GELSE instructional design theory were perceived to be more effective?, 2) What methods of the GELSE instructional design theory were perceived to be less effective?, and 3) What improvements can be made to the GELSE instructional design theory?. Data was collected in this qualitative study through open-ended questionnaires, focus group interviews, semi-structured one-on-one interviews, and observations of online learner activities and social interactions. The results show that the GELSE instructional design theory is effectual for guiding the design of gamified instruction intended to foster learner self-efficacy. Additionally, the findings from the research yielded a number of recommendations for improving the GELSE theory