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1.
Muhterem Dindar Lei Ren Hanna Järvenoja 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):142-159
Gamification has become a popular approach to blending learning with fun and enjoyable experiences. However, gamification research has been criticized for mostly focusing on game mechanics and related outcomes while paying little attention to the psychological processes that mediate the relationship between these mechanics and outcomes. Furthermore, the majority of existing gamification studies have focused on competitive game features. Thus, the full potential of cooperative gamification has yet to be explored. Given this background, the current study compared how gamified cooperation and competition impact task effort, learning achievement, motivation and social relatedness in English vocabulary learning with a mobile application. The study utilized Social Interdependence Theory to explicate the psychological processes in gamified cooperation and competition. 75 participants were randomly assigned to either the gamified cooperation or the gamified competition condition and studied English vocabulary for 14 days. No difference was observed between the conditions regarding task effort, learning achievement and motivation. However, social relatedness in the gamified cooperation group was significantly higher than in the gamified competition group. The current findings emphasize that the positive influence of gamified cooperation on creating meaningful connections amongst learners should not be ignored, even though it facilitates similar learning and motivational outcomes as gamified competition. 相似文献
2.
整合游戏化学习理念是解决在线学习动机难以维持的方法之一,但对于落实该理念载体的游戏化元素,目前的理论和实证探索还处于初步阶段。鉴于学习者心理需求对于游戏化元素的选取至关重要,研究试图从学习者对游戏化元素偏好的视角开展研究,进而为利用游戏化元素优化在线学习提供参考。通过文献探讨,总结了游戏化元素的三分类体系(动力类、机制类、组件类),并设计了三维度偏好指标(有趣性、重要性、有用性)。对在线学习者的调查发现:(1)在线课程中只涉及部分游戏化元素,属于轻游戏化;(2)学习者对三类游戏化元素在整体偏好上没有差异;(3)学习者对三类游戏化元素在具体偏好指标上有所差异,对动力类元素偏好其重要性,对机制类元素偏好其重要性和有用性,对组件类元素偏好其有趣性;(4)对游戏化学习的态度会积极影响在线学习动机。基于上述结果,研究就如何针对不同学习需求选取适当的游戏化元素提出了相应建议。 相似文献
3.
通过对近1500名中学生网络游戏成瘾倾向的问卷调查和大七人格测试,探讨网络游戏成瘾倾向和中学生大七人格特征的关系。方法采用中国人人格形容词评定量表(简式)(QZPAS-SF)和线上游戏成瘾量表对广州市近1500名中学生进行测试。结果发现中学生网游成瘾与大七人格存在显著相关:大七人格各因子中的严谨自制、淡泊诚信、热情豪爽、善良友好对网游成瘾倾向具有负向预测作用,精明干练对网游成瘾倾向具有正向预测作用。结论认为中学生网络游戏成瘾者具有某些特殊的人格特质倾向,提示应加强网络游戏成瘾者的人格教育。 相似文献
4.
为全面系统分析在线学习投入度影响因素,提升学习者在线学习质量,从学习生态观视角出发,使用系统动力学方法,构建学习者在线学习投入度影响因素系统动力学模型。采用层次分析法对模型进行仿真分析,结果显示：教学环境、社会交互环境、情感心理环境对学习者在线学习投入影响较强,物理环境和制度规范环境影响较弱。进一步分析表明,教学活动设计、与教师交互和情感体验是影响在线学习投入的高杠杆因素。从精心设计教学活动,优化教学环境;发挥教师主导作用,构造多边良性循环的社会交互环境;增强学习者情感体验,构建各子系统协同共建的情感心理环境等方面着手,致力于提升学习者在线学习质量,能促进在线学习系统平衡、协调和可持续发展。 相似文献
5.
The COVID-19 pandemic forced universities to push the use of distance learning, impacting an unprecedented number of students. New norms of social distancing and lockdown had been brought in as university measures, immediately modifying student and lecturer habits, changing from the traditional classroom to e-learning platforms. However, the lack of engagement of students throughout an e-learning system is a regular concern among lecturers when creating content on a system. This study presents an applied gamification concept to e-learning focusing on improving engagement of the various types of personalities of undergraduate students in ERP courses. The gamification design was developed by implementing the pros and cons of each game element to compromise the overall performance of students. Three evaluations were conducted:1) to test whether the student has competently gained ERP knowledge; 2) web monitor to record the activity of students; 3) to evaluate the qualitative information of the game experience by interviews. According to the study, the selection of a game element based on personality traits does not necessarily improve knowledge but proves to allow better engagement in the course. In addition, our finding also provides the suggestions for designing game elements based on personality traits.
相似文献6.
Chih-Hsiung Tu Laura Sujo-Montes Cherng-Jyh Yen Junn-Yih Chan Michael Blocher 《TechTrends》2012,56(3):13-19
Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web
2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments;
and allows learners to engage in social networking and collaborating activities. Advanced networking mechanisms, UGC, flat-structured
architectures, RSS, and social tagging, permit online learners to define their own learning structures. This article reports
an online course built within multiple Web 2.0 technologies designed to empower learners to construct their own personal learning
environments within open network learning environments. Lessons learned, examples, and critical issues are discussed. This
paper concludes that effective instructions should prepare “online” learners to become “network” or “open network” learners. 相似文献
7.
Digital games have the potential of being a transformative tool for applying constructionist principles to learning within formal and informal learning settings. Unfortunately, most recent attention has focused on instructionist games. Connected gaming provides a tantalizing alternative approach by calling for the development of games that are both instructive and modifiable by learners. If game design is to be used as a pedagogical tool in this manner, emphasis should be placed on the concurrent development of critical makers. In this paper, we advance the notion of connected gaming through positing a conception of a critical maker. To accomplish this, we look to the arts as a domain where pedagogical approaches are in place from which the game-based learning community can draw insights from, along with an overview of the potential challenges and opportunities that may accompany any attempt to develop critical makers. 相似文献
8.
作为21世纪学习者的必备技能,批判性思维能力的培养和测评变得越来越重要。本文拟突破传统的纸笔测试,设计并开发一款测量中小学生批判性思维能力的工具。近年来,游戏化测评技术成为大数据时代评价学习的重要方式。游戏化测评可将观察到的学习行为对测评对象实现即时反馈。本研究设计了题库型游戏测评工具,将游戏化元素与批判性思维能力指标相结合,让测评对象在游戏情境中作出相应决策,通过在线行为了解其能力水平。研究发现,测评对象的批判性思维能力水平处于中等水平;得分高的测评对象会花更多的时间研读游戏情境中出现的重要信息,如例题等。本研究使用虚拟游戏元素使测评对象投入到任务情境中,以更真实、更快速的方式实现对批判性思维能力的评估,同时也期望利用游戏化测评技术推动大数据背景下其他高阶思维能力测评的发展。 相似文献
9.
游戏在全世界范围内越来越流行,很多专家学者提出把游戏和教育相结合,来设计教育游戏。本文从教育游戏的角度出发,对教育游戏的设计进行了理论的探讨。经过大量的研究分析后,提出了游戏和教育融合的观点,以及设计教育游戏的五项构思,希望可以对教育游戏的开发起到抛砖引玉的作用。 相似文献
10.
Diane A. Isabelle 《Decision Sciences Journal of Innovative Education》2020,18(2):203-223
Gamification—the use of gameplay mechanics for nongame applications—enables learning by doing, yet questions abound about its effectiveness for education. This teaching brief reports on the gamification of an entrepreneurship course using a stand‐alone gamification platform integrated with Shopify, a global e‐commerce platform for online stores. Students experienced the entire entrepreneurship process from ideation to launch of a real business and beyond. A live leaderboard allows tracking of team performance and provides a competitive element to the experiential learning. The gamification involved the creation and operation of online ventures by 269 undergraduate students during a trimester‐long undergraduate entrepreneurship course. The assessment of student learning outcomes shows that the gamified approach enhanced students’ experience, engagement, and entrepreneurial self‐efficacy. I conclude with pedagogical observations to assist instructors in implementing a gamified approach. 相似文献
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12.
The convergence of gaming practices with other media forms: what potential for learning? A review of the literature 总被引：1，自引：1，他引：0
Nowhere in the current digital technology landscape is the process of ‘blurring the lines between media’ more apparent than with the uses and applications of gaming practices and technologies. Here the overlaps between new media and media interfaces are becoming significant as games technologies and practices are becoming more pervasive as commonplace social practices. This article reviews literature for evidence of these trends of convergent media forms as a starting point for a wider debate for using games technologies and practices to support learning practices. The article outlines convergences between gaming and cinema, gaming and the Internet, and gaming and emergent technologies and interfaces (e.g. mobile phones and social software). The article aims to foreground major dimensions of convergence in relation to the potential of innovations in educational practice and activities. The article concludes that variant forms of gaming are widespread. But while the converging forms of gaming with other media forms provide potential for supporting educational practices, these new forms still need to be considered in relation to clear pedagogic strategies, supported peer interactions and tutor engagement. 相似文献
13.
Few studies have investigated the effects of the instructions provided in educational computer games on cognitive processing and learning outcomes. In our experiment, we sought to compare the effects on learning outcomes of two different types of goal-oriented instructions: mastery-goal instructions, which prompt learners to develop skills or master new knowledge, and performance-goal instructions, which are frequently used in game environments and which encourage individuals to demonstrate their ability to succeed, particularly by surpassing others. Results showed that a mastery-goal instruction elicited deeper learning (as assessed with a transfer task) than a performance-goal instruction. No effect of instruction was observed on either learning (demonstration consultation) times at the start of the game or on training task (solving riddles) performances during it. These results are discussed in terms of learning processes. This study demonstrates that mastery goal-oriented instructions can promote active processing of educational content in a serious game environment. 相似文献
14.
Ourania Sitra Vangelis Katsigiannakis Charalampos Karagiannidis Sofia Mavropoulou 《Education and Information Technologies》2017,22(6):3037-3046
This paper addresses the perceived benefits from gamification in the context of special education. It presents the findings of a study evaluating the effects of a specific gamification element (badges) on the engagement of five students with special learning needs, through online courses developed on the Moodle Learning Management System (LMS). The results indicate that this particular gamification element yielded positive effects on students’ engagement and on their overall attitude towards the educational process in general. 相似文献
15.
Richard K. Morton 《College Teaching》2013,61(2):84-86
ABSTRACTOnline discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as Facebook, which provide a variety of social benefits to students, might also represent a viable mechanism for educational information exchange and learning. Our study tested this proposition by comparing the effects of a Facebook-based and LMS-based online discussion forum on students' participation, achievement of learning goals, and overall course performance. Our findings suggest that different forums can affect classroom dynamics and student learning in different ways. While Facebook may be better at fostering student participation and encouraging peer-to-peer dialogue, the university-sponsored LMS may be a more effective tool for encouraging students to develop coherent arguments and apply course content in other contexts. Since this study shows that platform of an online discussion assignment matters, college instructors should consider the benefits and drawbacks of each platform before developing an online discussion assignment. Instructor choice of platform should depend on course content, instructor's teaching preferences, and online discussion assignment goals. 相似文献
16.
数字游戏学习日益成为军事培训教学的未来发展趋势。模仿极受欢迎的、商业的、在全球范围运行的大规模多玩家在线游戏（简称MMOGs）,Quake等小规模的军事MMOG将虚拟现实多玩家游戏与现实情景相整合,以促进高保真培训、协同工作、问题解决和沟通。虽然数字游戏学习（DGBL）作为一种有价值的基于问题的学习媒介越来越流行,但问题仍然是如何利用游戏支持高阶思维技能,如问题解决和决策？本文分析的个案研究旨在通过分析商业网络游戏玩家的博客,了解玩游戏过程中所培养的高阶学习技能。研究还考察了多玩家游戏在支持高阶学习方面的合作性本质。本研究的目标是证明MMOGs作为一种有效的高阶学习媒体,从而进一步探讨MMOG在军事绩效培训中的作用。 相似文献
17.
Currently available web page accessibility guidelines focus more on reading and writing, with inadequate attention to other aspects of online learning such as computer-mediated communication. This study aims to explore the engagement of Malaysia secondary school students with dyslexia and students without dyslexia on various synchronous and asynchronous communication interaction technologies in an online collaborative learning environment. Multiple case within subject qualitative study was employed to investigate the engagement of students using a semi structured interview guideline. The findings revealed that (1) text chat is unsuitable for learning discussion for all learners, (2) forum affords self-paced and organized formal discussion for most learners and (3) video conferencing is suitable for interactive face-to-face, verbal discussion for most learners. 相似文献
18.
Demystifying the Millennial student: a reassessment in measures of character and engagement in professional education 总被引：1，自引：0，他引：1
The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennial students are considerably diverse in backgrounds, personalities, and learning styles. Data are presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed. Although their common character traits have implications for instruction, no available evidence demonstrates that these traits impact their fundamental process of learning. Many curricular strategies have been implemented to address alleged changes in the manner by which Millennial students learn. None has clearly shown superior outcomes in academic accomplishments or developing expertise for graduating students and concerns persist related to the successful engagement of Millennial students in the process of learning. Four factors for consideration in general curricular design are proposed to address student engagement and optimal knowledge acquisition for 21st century learners. 相似文献
19.
Kristie J. Newton Jacqueline Leonard Alan Buss Christopher G. Wright Joy Barnes-Johnson 《Journal of Research on Technology in Education》2020,52(2):129-147
AbstractThis mixed methods study examined how engagement in robotics and game design influenced students’ self-efficacy, STEM attitudes, and computational thinking (CT) skills. Predominantly African-American students engaged in engineering and computer science tasks during informal learning environments. Results revealed students’ self-efficacy scores on computer gaming increased significantly. Focus group data supported these findings, revealing that computer programing was challenging, but students enjoyed the tasks, added elements of culture in some cases, and valued the agency the tasks provided. Focal students were also able to make connections to STEM-related careers. Observational data demonstrated that focal students exhibited substantive CT during robotics and moderate CT during game design. Results support the idea that robotics and game design may be used to broaden underrepresented students’ participation in STEM. 相似文献
20.
Amna Khan Farzana Hayat Ahmad Muhammad Muddassir Malik 《Education and Information Technologies》2017,22(6):2767-2804
This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning. 相似文献