scholarly journals Examining Student Motivation to Use a Gamified System in an Immunology and Immunization Training Course

2020 ◽  
Vol 11 (4) ◽  
pp. 14
Author(s):  
Connie Barber ◽  
Konstantina Stavroulaki ◽  
Catherine Santanello
Keyword(s):  
Learning Outcomes ◽  
Student Motivation ◽  
Ease Of Use ◽  
Learning Systems ◽  
Learning System ◽  
Educational Activity ◽  
Training Course ◽  
Classroom Activities ◽  
Gamified Learning ◽  
Game Elements

Background: Gamification is the process of adding game elements into classroom activities to encourage student participation and motivation. Classcraft® is a gamified learning system designed to integrate easily with normal classroom activities and to enhance collaboration and teamwork. Educational activity and setting: This study explored the use of the Classcraft® system in an Immunology and Immunization Training course, specifically examining students’ motivation to use the system and potential impacts on their motivation.  Findings: Results showed that value and enjoyment motivated students to use Classcraft®. Furthermore, the ease of use of the system positively impacted students’ enjoyment of the system. Students’ choice regarding how much they were required to engage with the system positively impacted the value and enjoyment that they experienced with the system. Summary: Students’ demonstrated motivation to use Classcraft® provides a foundation for further research into the use of gamified learning systems within pharmacy classrooms. Research is needed to understand if use of a gamified learning system positively impacts learning outcomes.

scholarly journals Are Computer Experience and Anxiety Irrelevant? Towards a Simple Model for Adoption of E-Learning Systems

2019 ◽  
Vol 9 (5) ◽  
pp. 112
Author(s):  
Aamer Hanif ◽  
Ahmed Faisal Siddiqi ◽  
Zunera Jalil
Keyword(s):  
Technology Acceptance ◽  
Behavioral Intention ◽  
Ease Of Use ◽  
External Factors ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
Learning System ◽  
University Education ◽  
Computer Experience ◽  
E Learning

Massive growth of technology based e-learning systems is enabling student access to academic content from higher education institutions around the world. This study explores the antecedents of behavioral intention of students to use e-learning systems in university education to supplement classroom learning. A quantitative approach involving a structural equation model is adopted and research data collected from 358 undergraduate students is used for analysis. The study framework is based upon the technology acceptance model (TAM) and three external factors are proposed to influence the behavioral intention of students to use e-learning. Frequently used external factors in previous researches like computer experience and anxiety were not used and alternate factors were explored. Results show that self-efficacy, enjoyment and results demonstrability have a significant positive influence on perceived usefulness and on perceived ease of use of the e-learning system. The study contributes to understanding such contributory factors from the viewpoint of a student by suggesting that these factors hold well in the Pakistani academia culture where sufficient relevant empirical evidence did not exist due to lack of prior studies.

scholarly journals An investigation into e-learning acceptance and gender amongst final year students

2015 ◽  
Vol 17 (1) ◽  
Author(s):  
Willie Chinyamurindi ◽  
Herring Shava
Keyword(s):  
Technology Acceptance ◽  
South African ◽  
Ease Of Use ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
Electronic Learning ◽  
Gender Divide ◽  
E Learning

Background: The use of electronic learning (e-learning) systems is gaining popularity especially within a Higher Education (HE) context. However, scholars have identified some factors that affect the utilisation and the acceptance of such systems, one of which is the gender divide, which favours mostly males ahead of females.Objectives: The objective of this study was to investigate the acceptance of the e-learning system within a South African HE setting, including the influential role of gender in the acceptance of such a system. Method: Quantitative data was collected through a cross-sectional survey using 113 registered final year students at a South African university who were making use of an e-learning system as part of their teaching delivery. The measuring instrument used was the technology acceptance instrument (TAI) and included measures of computer self-efficacy (CSE), perceived ease of use (PEU), perceived usefulness (PU), and behavioural intention to use (BIU). Results: The presence of a gender divide was found to exist in this study. Women’s ratings of the acceptance of e-learning systems were found to be slightly higher than those of the male respondents. In addition to this, elements of the TAI were found to be related to one another. Conclusion: The study concludes by arguing that lecturers and facilitators need to pay attention to usage patterns of e-learning systems as they affect how such systems are adopted by their students. Therefore, preceding student acceptance of electronic learning systems should be efforts to address any issues that affect the acceptance and effective utilisation of such systems.

scholarly journals The research trends in recommender systems for e-learning

2019 ◽  
Vol 14 (1) ◽  
pp. 12-27
Author(s):  
Jiemin Zhong ◽  
Haoran Xie ◽  
Fu Lee Wang
Keyword(s):  
Learning Outcomes ◽  
Recommender Systems ◽  
Learning Systems ◽  
Learning System ◽  
Future Research ◽  
Content Type ◽  
Evaluation Indicator ◽  
Recommendation Algorithms ◽  
E Learning ◽  
Key Indicators

Purpose A recommendation algorithm is typically applied to speculate on users’ preferences based on their behavioral characteristics. The purpose of this paper is to provide a systematic review of recommendation systems by collecting related journal articles from the last five years (i.e. from 2014 to 2018). This paper aims to study the correlations between recommendation technologies and e-learning systems. Design/methodology/approach The paper reviews the relevant articles using five assessment aspects. A coding scheme was put forward that includes the following: the metrics for the e-learning system, the evaluation metrics for the recommendation algorithms, the recommendation filtering technology, the phases of the recommendation process and the learning outcomes of the system. Findings The research indicates that most e-learning systems will adopt the adaptive mechanism as a primary metric, and accuracy is a vital evaluation indicator for recommendation algorithms. In existing e-learning recommender systems, the most common recommendation filtering technology is hybrid filtering. The information collection phase is an important process recognized by most studies. Finally, the learning outcomes of the recommender system can be achieved through two key indicators: affections and correlations. Originality/value The recommendation technology works effectively in closing the gap between the information producer and the information consumer. This technology could help learners find the information they are interested in as well as send them a valuable message. The opportunities and challenges of the current study are discussed; the results of this study could provide a guideline for future research.

scholarly journals Investigating a theoretical framework for e-learning technology acceptance

2020 ◽  
Vol 10 (6) ◽  
pp. 6484 ◽  
Author(s):  
Barween Al Kurdi ◽  
Muhammad Alshurideh ◽  
Said A. Salloum
Keyword(s):  
University Students ◽  
Technology Acceptance ◽  
Theoretical Framework ◽  
Ease Of Use ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
Learning System ◽  
Learning Technology ◽  
Perceived Ease Of Use ◽  
E Learning

E-learning has gained recognition and fame in delivering and distributing educational resources, and the same has become possible with the occurrence of Internet and Web technologies. The research seeks to determine the factors that influence students' acceptance of E-learning and to find out the way these factors determine the students' intention to employ E-learning. A theoretical framework was developed based on the technology acceptance model (TAM). To obtain information from the 270 university students who utilized the E-learning system, a questionnaire was formulated. The results revealed that “social influence, perceived enjoyment, self-efficacy, perceived usefulness, and perceived ease of use” are the strongest and most important predictors in the intention of and students towards E-learning systems. The outcomes offer practical implications for practitioners, lawmakers, and developers in effective E-learning systems implementation to improve ongoing interests and activities of university students in a virtual E-learning atmosphere, valuable recommendations for E-learning practices are given by the research findings, and these may turn out to be as guidelines for the efficient design of E-learning systems.

scholarly journals Students’ Perceptions and Continuous Intention to Use E-Learning Systems: The Case of Google Classroom.

2020 ◽  
Vol 15 (11) ◽  
pp. 236
Author(s):  
Kwame Ansong-Gyimah
Keyword(s):  
Structural Equation ◽  
Ease Of Use ◽  
Partial Least Square ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
Least Square ◽  
Learning System ◽  
Intention To Use ◽  
E Learning ◽  
The Impact

Higher institutions are steadily advancing in facilitating teaching and learning on e-learning systems. Google Classroom is a very popular e-learning system that is been adopted by many African universities. Yet, compared to others, relevant studies with regards to Google Classroom is inadequate. This quantitative survey paper examines the predictors of continuous intention to use Google Classroom. Responses from 749 students in three Ghanaian universities were analyzed using both descriptive and Partial Least Square Structural Equation Modelling techniques. From the findings, Attitude towards Use mediated the impact of Perceived Usefulness and Perceived Ease of Use on Continuous Intention to Use Google Classroom. Computer literacy courses for adult learners as well as enhanced usability features for visually impaired users has been recommended to relevant stakeholders.

Integrating the Linkages between Learning Systems and Knowledge Process: An Exploration of Learning Outcomes

2016 ◽  
Vol 5 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Pooja Kushwaha ◽  
M. K. Rao
Keyword(s):  
Informal Learning ◽  
Learning Outcomes ◽  
Process Integration ◽  
Learning Systems ◽  
Learning System ◽  
Extensive Literature ◽  
Knowledge Process ◽  
Individual Level ◽  
Knowledge Processes

This study intends to explore the influence of learning systems (formal and informal) and knowledge process integration on individual level learning outcomes. This article reviews the extensive literature on the role of learning systems to acquire, disseminate, interpret, and store knowledge within the organizational purview, which subsequently leads toward learning outcomes in the workplace. A methodical review of the literature has been conducted to explore the connection among learning systems, knowledge process, and learning outcomes. Based on the theoretical underpinnings, a conceptual framework has been proposed. Furthermore, this study incorporates a discussion on Huber’s (1991) learning components for achieving better learning outcomes. Findings of the study outline that the role of informal learning is preferential than formal learning system, which harmonizes with knowledge processes and subsequently affects organizational learning outcomes. Authors point out the potentiality of contextual factors to affect the aforesaid relationship. Later part of the study discusses implication, limitations, and future suggestions for the researchers.

An Evaluation of Gamified Training: Using Narrative to Improve Reactions and Learning

2017 ◽  
Vol 48 (4) ◽  
pp. 513-538 ◽  
Author(s):  
Michael B. Armstrong ◽  
Richard N. Landers
Keyword(s):  
Learning Outcomes ◽  
Procedural Knowledge ◽  
Training Effectiveness ◽  
Workplace Training ◽  
Game Based Learning ◽  
Training Module ◽  
Effectiveness Model ◽  
Outcome Relationship ◽  
Gamified Learning ◽  
Game Elements

Background and Aim.Gamification is growing in popularity in education and workplace training, but it is unclear which game elements are conducive to learning. The theory of gamified learning suggests that one type of gamification, the addition of game fiction/narrative, can be used to improve learning outcomes, and the Technology-Enhanced Training Effectiveness Model (TETEM) suggests individual differences impact the strength of this effect. From this theoretical basis, this study gamified a training module with game fiction in order to improve outcomes over the original training. Results and Conclusion. In a study of 273 learners, trainees were significantly more satisfied with training enhanced with game fiction over the control text ( d = 0.65) but did not differ in declarative knowledge scores by condition. Further, trainees in the control condition scored higher on procedural knowledge than trainees in the game fiction condition, although the effect was smaller ( d = −0.40). Thus, the use of narrative improved reactions to training but at some cost to training effectiveness. Attitudes toward game-based learning were also tested as a moderator of the condition-outcome relationship.

scholarly journals Effects of Gamified Learning on Students of Different Player Traits in Malaysia

2021 ◽  
Vol 9 (6) ◽  
pp. 89-111
Author(s):  
Mageswaran Sanmugam ◽  
Anurita Selvarajoo ◽  
Jeya Amantha David
Keyword(s):  
Learning Outcomes ◽  
New Paradigm ◽  
Global Pandemic ◽  
Game Player ◽  
Quasi Experimental ◽  
Learning Ecosystem ◽  
Gamified Learning ◽  
Game Elements ◽  
Specific Learning

Diversified learning is the path to supplement students’ needs in the contemporary generation. These students’ lives have revolved around technology since birth; as such, the role of technology cannot be ignored. Furthermore, this was prevalent during the lockdown imposed by the global pandemic which compelled the incorporation of educational technology into student’s lives. As gamification harnesses the power of game elements, identifying how gamified learning affects a student’s game player traits will be vital in identifying whether specific learning methods can invoke, change and cultivate better learning outcomes. This quasi-experimental study involving two groups of students learning computer science in Malaysia was carried out over eight weeks. Findings revealed that most prevalent player traits changes were evident in the primary construct of social player traits, followed by subconstructs of customization, relationship, socializing, and mechanics. These changes are attributed to the need to reach out, communicate, and collaborate with their peers and look into how the system works for them individually, within the context of the learning and explorative needs of students. As such, gamified learning has not only managed to offer a new paradigm into the learning ecosystem but has also shown that positive changes can be cultivated based on these conditions.

scholarly journals Gamification Analytics Model for Teachers

2020 ◽  
Author(s):  
Kamilla Tenório ◽  
Diego Dermeval ◽  
Alan Pedro da Silva
Keyword(s):  
Learning Outcomes ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Technology Enhanced Learning ◽  
Perceived Ease Of Use ◽  
Learning Context ◽  
Design Concepts ◽  
Dating Method ◽  
Gamified Learning ◽  
The Impact

Despite the growing interest in applying gamification in the technology-enhanced learning context, previous studies have reported unexpected results concerning students' engagement, learning outcomes, and motivation in gamified learning systems. A possible solution to avoid these unexpected outcomes is the use of the gamification analytics approach, that is the data-driven process of monitoring and adapting gamification designs. Therefore, this dissertation proposes a gamification analytics model for teachers. In this model, the teacher defines interaction goals, monitor students' interaction with the learning resources and the gamification elements, and adapt the gamification design through missions for students that are not achieving the goals. A gamification analytics model-based tool, GamAnalytics, was developed, implementing the most well-rated design concepts validated by teachers through a speed dating method. Teachers evaluated the developed tool where perceived usefulness, perceived ease of use, behavioral intention, relevance, perceived enjoyment, and self-efficacy metrics were measured, and results showed a high acceptance and approval of the tool. Furthermore, to investigate the impact of the use of gamification analytics model by teachers through the GamAnalytics tool on students, a case study was conducted. The results suggest an improvement in students engagement, learning outcomes, and a positive effect on students motivation.

scholarly journals An Evaluation of the GamAnalytics Tool: Is the Gamification Analytics Model Ready for Teachers?

2020 ◽  
Author(s):  
Kamilla Tenório ◽  
Diego Dermeval ◽  
Geiser Chalco Challco ◽  
Bruno Lemos ◽  
Pedro Nascimento ◽  
...  
Keyword(s):  
Ease Of Use ◽  
Educational Systems ◽  
Technology Enhanced Learning ◽  
Negative Results ◽  
Proposed Model ◽  
Gamified Learning ◽  
Teaching Learning ◽  
Behavioral Intention To Use ◽  
Game Elements ◽  
Unexpected Outcomes

In order to improve students' learning outcomes, researchers and practitioners have increasingly applied gamification in technology-enhanced learning environments. However, some studies in the literature have reported unexpected negative results with that. To avoid these unexpected outcomes in gamified learning systems, we proposed the ``gamification analytics model for teachers" in a previous study. This model allows teachers to monitor and adapt the gamification design in the run-time of the teaching-learning process. In this paper, we present the results obtained in an empirical study to assess teachers' perception and acceptance regarding the GamAnalytics tool, a tool developed based on our proposed model that allows teachers to monitor students' interaction with learning resources and game elements and adapt tailored missions for students in gamified educational systems. The results indicate that the teachers have significantly good behavioral intention to use our tool and good perception of its usefulness and ease of use. The teachers also indicated enjoyment, relevance, and self-efficacy, and that the tool does not cause anxiety.

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