Gamification of in-class activities in flipped classroom lectures     

Michael Sailer  Maximilian Sailer 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):75-90

For higher education, the question of how in-class activities can be supported in large lectures is of great relevance. This paper suggests a gamified flipped classroom approach to address this challenge. In an experimental study, N = 205 educational science students performed either gamified in-class activities using a gamified quiz with points and a team leaderboard, or non-gamified in-class activities using exercise sheets. In line with the theory of gamified learning, the results show a positive indirect effect of gamification on application-oriented knowledge that is mediated by learning process performance. Furthermore, based on a self-determination theory framework, the results show positive effects of gamified in-class activities on intrinsic motivation and social relatedness, but no significant effect on competence need satisfaction. The study provides insights into a particular casual construct of game design elements (points and team leaderboards) triggering specific mechanisms (immediate task-level feedback and team competition) affecting a mediator (learning process performance) that in turn affects a learning outcome (application-oriented knowledge).  相似文献   

The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use     

Ai Miyamoto  Maximilian Pfost  Cordula Artelt 《Scientific Studies of Reading》2013,17(6):445-460

ABSTRACT

The goal of the present study was to investigate the mediating effects of reading amount and metacognitive knowledge of strategy use in the relationship between intrinsic motivation and reading comprehension among secondary school students. We hypothesized that reading amount and metacognitive knowledge of strategy use in Grade 6 will mediate the relationship between intrinsic motivation in Grade 5 and reading comprehension in Grade 7 while taking into account the reciprocal relationship between intrinsic motivation and reading comprehension in Grades 5 and 7. Within the framework of the German National Educational Panel Study, 3,829 secondary school students were included in the analyses. Based on the analyses of structural equation models, we found significant indirect effects of intrinsic motivation on reading comprehension through reading amount and metacognitive knowledge of strategy use. The results of exploratory analyses on moderating effects of sex and the levels of reading skills are also discussed.  相似文献   

The use of teaching materials in religious education in Sweden: a quantitative analysis of Swedish religious education teachers’ reported use of teaching materials in RE classrooms     

Maximilian Broberg 《British Journal of Religious Education》2020,42(1):45-55

Abstract

Recent studies show that religious education (RE) and various media outlets serve as increasingly important arenas for religious socialisation among Swedish youths. At the same time, it has been shown that media material, for example in the form of various news media, often make their way into RE classrooms to be used as materials alongside the more traditional textbooks. However, little quantitative research has been conducted in order to map RE teachers’ selection and use of materials in their classrooms, and what factors are involved in this selection. A nationally representative survey among 1292 RE teachers was conducted, and the results clearly show that textbooks are the most popular form of material, followed by pictures, sacred texts, documentaries, television news and news articles. Out of the relevant background variables, it was primarily school form, age, gender and religiosity that seemed to influence the teachers’ choices of material. The author concludes that familiarity with a certain form of material through personal experiences is a likely explanation for many of the correlations found and that further research is needed in order to explore the potential complexities that arise in the juxtaposition of classroom and media logics.  相似文献   

Conscientiousness,achievement striving,and intelligence as performance predictors in a sample of German psychology students: Always a linear relationship?     

Matthias Ziegler  Maximilian Knogler  Markus Bühner 《Learning and individual differences》2009,19(2):288-292

Studies on the interface between cognitive ability (intelligence) and personality in the prediction of academic performance have yielded mixed results so far. Especially an interaction between conscientiousness (and its facet achievement striving) and intelligence has been investigated. The hypothesis is that conscientiousness enhances the impact of intelligence on performance. Based on findings supporting the idea of a non-linear relationship between conscientiousness and performance the present study aimed at a clarification of the mixed results. Given such a non-linear relationship, studies investigating a possible moderating effect should pay attention to the performance level. A sample of N = 271 students completed a conscientiousness and an intelligence measure. Moderated regression analyses revealed a moderation for conscientiousness but not its facet achievement striving in the total sample. However, splitting the sample into a low and a high performer group revealed an enhancing effect of achievement striving for low performers and a buffering effect for high performer. Practical as well as theoretical implications are discussed.  相似文献