“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

2021 ◽  
pp. 095042222110550
Author(s):  
Naveed Yasin ◽  
Sayed Abdul Majid Gilani ◽  
Gayatri Nair
Keyword(s):  
Student Learning ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
Student Response ◽  
Student Response System ◽  
Technology Enhanced Learning ◽  
Response System ◽  
Qualitative Thematic Analysis ◽  
Template Analysis ◽  
Depth Analysis

This paper explores the effects of gamification (a game-based student response system) on student learning in the United Arab Emirates (UAE). The data, collected through a series of semi-structured in-depth interviews with 32 learners, were analyzed using qualitative thematic analysis (i.e., template analysis). Based on an in-depth analysis of the data using NVIVO 10, the authors propose and apply the “PERI” model to develop multi-focal insights into gamification and its influences on student learning. The model proposed is original and comprehensive, encompassing (1) Preferabilities (P), (2) Experiences (E), (3) Recommendations (R), and (4) Impressions (I). Although most of the findings were positive with regard to application and receptivity across all dimensions of the PERI model for the gamification tool—a game-based student response system (GSRS) used for delivering education—they also reveal areas in need of development for the successful embedding of gamifying technology–enhanced learning provisions and their efficacy in teaching and learning pedagogy. The conclusions of this study outline implications for educators, students, education leaders, and gamification product developers.

scholarly journals The Effect Of Gamified Student Response System On Students’ Perception and Achievement

2020 ◽  
Vol 10 (2) ◽  
pp. 45
Author(s):  
Dentina Rahmahani ◽  
Suyoto Suyoto ◽  
Pranowo Pranowo
Keyword(s):  
Student Perceptions ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Response ◽  
Student Response System ◽  
Direct Impact ◽  
Response System ◽  
Before And After ◽  
Class Room ◽  
Positive Effect

Rapid advances in technology affect many areas of our lives, one of which is education. In the local Indonesian context, teachers and schools sometimes still see technology as a threat to the teaching and learning process. Many schools forbid their students to bring their devices to school. Some modern schools are trying to embrace technology by allowing students to carry and use their tools at school and provide free WiFi at school. However, it does not mean that teachers are ready to adapt and use technology in their classrooms. To get the benefits of information technology advances in teaching and learning process at schools; we need to find a technology that is easy for the teacher to use and fun for the students to learn it. Kahoot is a form of technology in the Student Response System (SRS) with a gamification approach that can increase student involvement in the class-room. This study aims to look at the students' perceptions of Kahoot and see the effect on non-cognitive aspects, namely Likeness and Interesting, and cognitive aspects, namely Achievement. As many as 153 students were involved in this study consisting of 127 students in the experimental class and 26 students in the control class. We implemented Kahoot in chemistry lessons for three months in the experimental class then surveyed to see their perceptions. We also compare the academic score of chemistry lesson from both classes before and after the implementation. The results show that Kahoot has a positive effect on student perceptions and non-cognitive aspects, but the application of Kahoot has no direct impact on the cognitive elements observed, namely Achievement.

scholarly journals Clickers, Best Uses and Benefits

2021 ◽  
Author(s):  
◽  
Renato Herrera Hernández
Keyword(s):  
First Trimester ◽  
Student Response ◽  
Student Response System ◽  
Student Response Systems ◽  
Response System ◽  
Large Size ◽  
Quality Of Teaching ◽  
Response Systems ◽  
Engaging Student

<p>This study provides an analysis of the use student response systems in undergraduate and postgraduate classrooms. Research was conducted utilising a qualitative analysis approach, grounding theories by reviewing related literature, interviewing lecturers and conducting class observation. The study was carried out over two consecutive trimesters, summer 2010 and first trimester of 2011, at Victoria University of Wellington, New Zealand. By conducting this research it is hoped to help improving the quality of teaching. Within this study, it was determined that student response systems are useful for both engaging student and increasing their overall enjoyment of the class. The benefit of using student response systems in the classroom was also found to be dependent on preserving the novelty of the technology and keeping students’ responses anonymous, by redesigning lecturers to have proper student response system questions in order to make the most out of the technology. Overall, this study determined that the decision whether or not to utilise student response systems in the classroom should be made based on the level of education of the class and its objectives, whether it is a lecture, tutorial or seminar, with clickers working best in large size, undergraduate classrooms.</p>

EXPERIENCE WITH STUDENT RESPONSE SYSTEM FOR INCREASING MOTIVATION, AND LEARNING IN CLASSES

2021 ◽  
Author(s):  
Jorge Feijoo ◽  
Leticia Pérez ◽  
Rocio Maceiras ◽  
Víctor Alfonsín ◽  
José Luis Salgueiro
Keyword(s):  
Student Response ◽  
Student Response System ◽  
Response System ◽  
Motivation And Learning

INTERVENTIONS ON LEARNING, STIMULATED BY THE USE OF TEXT-BASED STUDENT RESPONSE SYSTEM

2016 ◽  
Author(s):  
Trond Morten Thorseth ◽  
Karen Birgitte Dille ◽  
George Adrian Stoica ◽  
Magnus Strøm Kahrs
Keyword(s):  
Student Response ◽  
Student Response System ◽  
Response System

CONSIDERATIONS ON THE RESPONSE TIME IN GAME-BASED STUDENT RESPONSE SYSTEM

2020 ◽  
Author(s):  
Juan Gallego ◽  
Federico Gulisano ◽  
Luis Alberto Sánchez ◽  
José Ramon Marcobal
Keyword(s):  
Response Time ◽  
Student Response ◽  
Student Response System ◽  
Response System
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