scholarly journals Gamification and Game-Based Learning: Two Strategies for the 21st Century Learner

2016 ◽  
Vol 3 (2) ◽  
pp. 507 ◽  
Author(s):  
Jorge F. Figueroa-Flores
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Game Design ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Game Based Learning ◽  
Student Profile ◽  
Emergent Technologies ◽  
21St Century Learners ◽  
Clear Description

<p>The use of emergent technologies in education has evolved tremendously since the 21st century. For<br />plenty of educators this has become a challenging task, most of all when 21st century learners fill the<br />classrooms. But these digital natives differ tremendously from those who started the millennium. These<br />students want to be challenged, engaged and motivated through a learning process, which connects<br />them to a different learning experience. This has become a challenging task for educators due to the<br />student profile and characteristics. Although to achieve the learning outcomes necessary for the 21st<br />century, educators are adapting approaches suited for these learners, involving game theory, video<br />games, and gamifying instruction. Two of these approaches are Gamification and Game-Based<br />Learning (GBL). These two approaches have been widely used based on the theoretical approach<br />towards game design and the opportunity they bring for the learner to be engaged and motivated<br />throughout instruction. The following article provides a clear overview of both strategies, and how<br />motivation is integrated with both. In addition it provides a clear description on planning effective<br />instruction using aligned learning objectives, research and educational implications, and resources for<br />the teaching and learning process using these approaches and strategies.</p>

The Impact of Technology on the Teaching and Learning Process

2018 ◽  
pp. 235-257 ◽  
Author(s):  
Lisa A. Finnegan
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Universal Design For Learning ◽  
Thinking Skills ◽  
Learning Needs ◽  
Use Of Technology ◽  
Design For Learning ◽  
21St Century Learners ◽  
Education Act

The teaching and learning process of traditionally run classrooms will need to change to meet up with the requirements under the reauthorization of the Elementary and Secondary Education Act as the Every Student Succeeds Act (ESSA). Under the ESSA, the infusion of the Universal Design for Learning (UDL) framework into the teaching and learning environment sets the stage so that instruction and assessment support all levels of learners. Along with UDL, ESSA supports the inclusion of technology-rich learning environments to prepare students for 21st century problem-solving and critical thinking skills. Critical to preparing students comes an understanding of who the 21st century learners are. The current teaching and learning process involving the use of technology continues to hold students back as passive observers of content. Merging technology and the UDL framework in the classroom will be an avenue to meeting the learning needs and wants of 21st century students.

scholarly journals Virtual Physiology: A Tool for the 21st Century

2021 ◽  
Author(s):  
Carmen Nóbrega ◽  
Maria Aires Pereira ◽  
Catarina Coelho ◽  
Isabel Brás ◽  
Ana Cristina Mega ◽  
...  
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
New Technologies ◽  
Game Based Learning ◽  
Animal Body ◽  
The Future ◽  
Virtual Experiences ◽  
Healthy Body

Veterinary physiology is a basic curricular unit for every course within the veterinary field. It is mandatory to understand how the animal body works, and what to expect of a healthy body, in order to recognize any misfunction, and to be able to treat it. Classic physiology teaching involves wet labs, much equipment, many reagents, some animals, and a lot of time. But times are changing. In the 21st century, it is expected that the teaching and learning process can be more active and attractive, motivating students to learn better. It is necessary to understand what students like, and to introduce novelties into the school routine. The use of a game-based learning, using “new” technologies, creating virtual experiences and labs, reducing the costs of reagents, equipment, and especially reducing the use of animals, will be the future for physiology teaching.

scholarly journals The Effective 21st-century Pedagogical Competence as Perceived by Pre-service English Teachers

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Renol Aprico Siregar
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Real Life ◽  
English Teachers ◽  
21St Century Education ◽  
Pedagogical Competence

As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers.  Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designin

Designing Educational Games

2014 ◽  
pp. 181-198 ◽  
Author(s):  
Stephen Tang ◽  
Martin Hanneghan
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Game Based Learning ◽  
Computing Technology ◽  
Learning Tool ◽  
Educational Content ◽  
Constructive Learning ◽  
Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student’s learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

Designing Educational Games

Gamification ◽  
2015 ◽  
pp. 576-594 ◽  
Author(s):  
Stephen Tang ◽  
Martin Hanneghan
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Game Based Learning ◽  
Computing Technology ◽  
Learning Tool ◽  
Educational Content ◽  
Constructive Learning ◽  
Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student's learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

Designing Curricular Games

2018 ◽  
pp. 213-232
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Critical Thinking ◽  
Video Games ◽  
21St Century ◽  
Video Game ◽  
Game Design ◽  
Teaching And Learning ◽  
Business Leaders ◽  
Next Generation ◽  
Video Game Design ◽  
Teaching Video

Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some do playing video games. Many teachers have thought “How can I compete with that?” as they confiscate a hand-held gaming device from a student. However, more and more teachers are incorporating video games into their curriculum, instead of banning them. This chapter argues that it is not just video games that can transform teaching, video game techniques can as well. By using video game design principles such as game stories and quests, teachers can restructure their teaching so students do not just learn the curriculum, they experience it. This chapter explores the research on using game-based teaching and learning with the Next Generation including how game-based teaching can be used to achieve 21st century goals as outlined by business leaders within 21st century educational constraints.

scholarly journals Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

2020 ◽  
Vol 15 (15) ◽  
pp. 133
Author(s):  
Sohail Iqbal Malik ◽  
Mostafa Al-Emran ◽  
Roy Mathew ◽  
Ragad M Tawafak ◽  
Ghaliya Alfarsi
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Game Based Learning ◽  
Introductory Programming ◽  
Problem Solving Skills ◽  
Programming Education ◽  
E Learning

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

scholarly journals Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

2017 ◽  
Vol 7 (3) ◽  
pp. 63-73 ◽  
Author(s):  
Simon Grey ◽  
David Grey ◽  
Neil Gordon ◽  
Jon Purdy
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Game Design ◽  
Learning Experience ◽  
Careful Consideration ◽  
Science Students ◽  
Game Based Learning ◽  
Game Mechanics ◽  
Negative Effect ◽  
The Impact

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.

scholarly journals Learning Observation: The Demands of 21st Century Biology Learning in Senior High School

2021 ◽  
Vol 9 (3) ◽  
pp. 445-458
Author(s):  
Anda Juanda* ◽  
Aisha Nur Maulida ◽  
Ria Yulia Gloria ◽  
Dindin Nasrudin
Keyword(s):  
High School ◽  
Data Collection ◽  
Learning Strategies ◽  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Senior High School ◽  
Research Approach ◽  
Biology Learning

The sophistication of technology and access to information in the twenty-first century pushed education providers to transform preparing students to face a more challenging future. Effective and relevant teaching and learning strategies are needed in biology learning to meet the needs of future generations. Therefore, this study aims to observe the biology learning process in one of senior high school. A qualitative research approach with an observation method was used in this study. This research was conducted in class X SMA N 1 Tanjung, Brebes, Central Java. Data collection techniques used in this study are observation check list, questionnaires, and interviews. Observation of the biology learning process carried out focused on the lesson plan document, learning process, and interviews as well as student and teacher questionnaires on the biology learning process. The data collection process was carried out 3 times. The results obtained from this study indicate that teachers already know the demands of the curriculum and the needs of the 21st century. This can be seen from the of lesson plans made by the teacher. However, other findings from this study are, the skills of teachers in implementing the lesson plan with discovery learning methods are still not optimal. Learning activities undertaken have not yet led to the provision of student skills needed in 21st century. This research is expected to be used as a reference for improving the process of learning biology

scholarly journals The links between technology and principles of language teaching and learning: theoretical and practical insights

2020 ◽  
Vol 14 ◽  
pp. 718-726
Author(s):  
Turki Alsolami ◽  
Nashwa Saaty
Keyword(s):  
Language Learning ◽  
Significant Role ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Integration Of Technology ◽  
Teaching Instruction

The paper examines the integration of technology into various language learning aspects, mainly how technology can enhance language learning and teaching. The focus is on selected studies that highlight the significant role of technology in promoting higher levels of motivation, enhancing language input, contextualizing the language learning process through access to various cultural materials, improving learners’ L2 attitudes and enhancing better language teaching instruction.  In examining these areas, we hope to provide pedagogical insights that would help practitioners and curriculum developers to utilize technology in an effective way to promote a better language learning experience. 

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