scholarly journals The Effects of Gamification in Online Learning Environments: A Systematic Literature Review

Informatics ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 32 ◽  
Author(s):  
Alessandra Antonaci ◽  
Roland Klemke ◽  
Marcus Specht
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Online Education ◽  
Systematic Literature Review ◽  
Online Learning Environments ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
Number Of Publications ◽  
Game Elements

Gamification has recently been presented as a successful strategy to engage users, with potential for online education. However, while the number of publications on gamification has been increasing in recent years, a classification of its empirical effects is still missing. We present a systematic literature review conducted with the purpose of closing this gap by clarifying what effects gamification generates on users’ behaviour in online learning. Based on the studies analysed, the game elements most used in the literature are identified and mapped with the effects they produced on learners. Furthermore, we cluster these empirical effects of gamification into six areas: performance, motivation, engagement, attitude towards gamification, collaboration, and social awareness. The findings of our systematic literature review point out that gamification and its application in online learning and in particular in Massive Online Open Courses (MOOCs) are still a young field, lacking in empirical experiments and evidence with a tendency of using gamification mainly as external rewards. Based on these results, important considerations for the gamification design of MOOCs are drawn.

scholarly journals Automatic feedback in online learning environments: A systematic literature review

2021 ◽  
pp. 100027
Author(s):  
Anderson Pinheiro Cavalcanti ◽  
Arthur Diego ◽  
Ruan Carvalho ◽  
Fred Freitas ◽  
Yi-Shan Tsai ◽  
...  
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Learning Environments ◽  
Systematic Literature Review ◽  
Online Learning Environments ◽  
Automatic Feedback

scholarly journals Comparing the Factors That Predict Completion and Grades Among For-Credit and Open/MOOC Students in Online Learning

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Ma. Victoria Almeda ◽  
Joshua Zuech ◽  
Ryan S. Baker ◽  
Chris Utz ◽  
Greg Higgins ◽  
...  
Keyword(s):  
At Risk ◽  
Online Learning ◽  
Online Education ◽  
Course Design ◽  
Student Groups ◽  
Course Success ◽  
Learning Platform ◽  
Massive Online Open Courses ◽  
New Students ◽  
Open Courses

Online education continues to become an increasingly prominent part of higher education, but many students struggle in distance courses. For this reasonFor this reason, there has been considerable interest in predicting which students will succeed in online courses , achieving poor grades or dropping out prior to course completionn). Effective intervention depends on understanding which students are at-risk in terms of actionable factors, and behavior within an online course is one key potential factor for intervention. In recent years, many have suggested that Massive Online Open Courses (MOOCs) are a particularly useful place to conduct research into behavior and interventions, given both their size and the relatively low consequences/costs of experimentation. However, it is not yet clear whether the same factors are associated with student success in open courses such as MOOCs as in for-credit course -- an important consideration before transferring research results between these two contexts. While there has been considerable research in each context, differences between course design and population limit our ability to know how broadly findings generalize; differences between studies may have nothing to do with whether students are taking a course for-credit or as a MOOC. Do , this body of literature has been split into two-subcategories: research on success in MOOCs and research on success in For-credit courses. Few studies Few studies have attempted tohave attempted to understand how students and their learning experiences differ between these contexts, bypassing an opportunity to synthesize findings across different student populations who engage in online education. Do bypassing an opportunity to synthesize findings across different populations who engage in online education. To address this issue, we Do learners behave the same way in MOOCs and for-credit courses? AAre the implications for learning different, even for the exact same behaviors? In this paper, we study these issues through developing models that predict student course success from online interactions, in an online learning platform that caters to both distinct student groups (i.e., students who enroll on a for-credit or a non-credit basis). Our findings indicate that our models perform well enough to predict students’ course grades for new students across both of our populations. Furthermore, models trained on one of the two populations were able to generalize to new students in the other student population. We find that features related to comments were good predictors of student grade for both groups. Models generated from this research can now be used by instructors and course designers to identify at-risk students both for-credit and MOOC learners, towards providing both groups with better support.

scholarly journals Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning

2021 ◽  
Vol 15 ◽  
pp. 183449092199143
Author(s):  
Päivi Timonen ◽  
Heli Ruokamo
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Literature Review ◽  
Online Education ◽  
Systematic Literature Review ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Practical Implementation ◽  
Community Of Inquiry Framework

In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic literature review and qualitative-data and theory-driven content analysis. Through the systematic literature review, peer-reviewed articles spanning 2014–2018 are carefully examined. The results identify the following pedagogical framework, theory, and model combinations for synchronous collaborative online learning: the Community of Inquiry framework, including social, cognitive, and teaching presence; social presence in conjunction with the media synchronicity theory or the broaden-and-build theory, or the 4E Learning Cycle (engagement, exploration, explanation, and extension); no specific pedagogy; problem-based learning with Community of Inquiry framework or FISh (focus, investigate, and share); collaborative learning and collaborative learning connected to social presence; Carpe Diem with the Five-Step Model; and coaching pedagogy. The preliminary results indicate a scarcity of research on synchronous coaching pedagogy in online education. Consequently, the CPSCOL model for collaborative online learning, including cognitive, social, and teaching presence, is introduced to formulate a new perspective regarding webinar pedagogy. The process of learners, skills, and competences should factor in the pedagogical methods designed by a coach (teacher), and the results show that webinar pedagogy enables and enhances active collaborative learning and knowledge construction in groups. In addition, 18 CPSCOL principles of practice have been developed to support the practical implementation of the CPSCOL model.

scholarly journals Factors Contributing to Student Retention in Online Learning and Recommended Strategies for Improvement: A Systematic Literature Review

10.28945/4182 ◽  
2019 ◽  
Vol 18 ◽  
pp. 019-057 ◽  
Author(s):  
Pauline Salim Muljana ◽  
Tian Luo
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Student Retention ◽  
Learning Environments ◽  
Systematic Literature Review ◽  
Retention Rates ◽  
Future Research ◽  
Behavioral Characteristics ◽  
Online Students ◽  
Online Learning Environments

Aim/Purpose: This systematic literature review investigates the underlying factors that influence the gap between the popularity of online learning and its completion rate. The review scope within this paper includes an observation of possible causal aspects within the non-ideal completion rates in online learning environments and an identification of recommended strategies to increase retention rates. Background: While online learning is increasingly popular, and the number of online students is steadily growing, student retention rates are significantly lower than those in the traditional environment. Despite the multitude of studies, many institutions are still searching for solutions for this matter. Methodology: A systematic literature review was conducted on 40 studies published between 2010 and 2018. We established a set of criteria to guide the selection of eligible articles including topic relevance (aligned with the research questions), empirical studies, and publication time frame. Further steps were performed through a major database searching, abstract screening, full-text analysis, and synthesis process. Contribution: This study adds to expanding literature regarding student retention and strategies in online learning environments within the higher education setting. Findings: Revealed factors include institutional support, the level difficulty of the programs, promotion of a sense of belonging, facilitation of learning, course design, student behavioral characteristics, and demographic variables along with other personal variables. The recommended strategies identified for improving student retention are early interventions, at-all-times supports for students, effective communication, support for faculty teaching online classes, high-quality instructional feedback and strategies, guidance to foster positive behavioral characteristics, and collaboration among stakeholders to support online students. Recommendations for Practitioners: Since factors within the open systems of online learning are interrelated, we recommend a collective effort from multiple stakeholders when addressing retention issues in online learning. Recommendation for Researchers: We recommend that fellow scholars consider focusing on each influential factor and recommendation in regard to student retention in online learning environments as synthesized in this study. Findings will further enrich the literature on student retention in online learning environments. Future Research: Future research may investigate various data-mining and analytics techniques pertaining to detection and prediction of at-risk students, the efficacy of student support and faculty support programs, and ways to encourage struggling students to adopt effective strategies that potentially engender positive learning behaviors.

Application of semantic technologies in bibliographic databases

2019 ◽  
Vol 38 (1) ◽  
pp. 113-137
Author(s):  
Tsvetanka Georgieva-Trifonova ◽  
Kaloyan Zdravkov ◽  
Donika Valcheva
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Keyword Search ◽  
Bibliographic Databases ◽  
Future Research ◽  
Semantic Technologies ◽  
Scientific Review ◽  
Content Type ◽  
Research Questions

Purpose The purpose of this paper is to summarize the current state of the existing research on the application of semantic technologies in bibliographic databases by providing answers to a set of research questions resulting from a systematic literature review. Design/methodology/approach The present study consists of conducting a systematic literature review of research works related to the application of semantic technologies in bibliographic databases. A manual keyword search is performed in known academic databases. As a result, a total of 78 literature sources are identified as related to the topic and included in the review. From the selected literature sources, information is extracted, which is then summarized and analyzed according to previously defined research questions and finally reported. Besides, a framework is defined to classify literature sources found and collected as a result of the study. The main criteria, according to which the classification is performed, are the used semantic technology and the research problem for which semantic technologies are applied in bibliographic databases. The classification of the publications is verified by each author independently of others. Findings The conducted systematic scientific review establishes that the evolution of semantic technologies sets a period of increased interest in the researchers, as a result of which the advantages of using them for bibliographic descriptions are examined and practically confirmed. After defining semantic models for bibliographic descriptions and approaches to transform existing bibliographic data into their correspondence, the research interest is directed at their comparison, collation; enrichment to facilitate search and retrieval of useful information. Possible perspectives for future research are outlined, which mainly relate to the complete use of the created data sets and their transformation into knowledge repositories. Originality/value Despite the increasing importance of the semantic technologies in various areas, including the bibliographic databases, there is a lack of comprehensive literature review and classification of literature sources relevant to this topic. The detailed study proposed in the present paper supports introducing with the existing experience in the application of semantic technologies in bibliographic databases, as well as facilitates the discovery of trends and guidelines for future research.

scholarly journals DAMPAK PANDEMI COVID-19 TERHADAP PENERAPAN PEMBELAJARAN ONLINE DI INDONESIA: SEBUAH TINJAUAN PUSTAKA

2021 ◽  
Vol 14 (1) ◽  
pp. 29
Author(s):  
Muttaqin Choiri ◽  
Mutiara Cahyani Fajrin ◽  
Tanti Alfrida Novianti ◽  
Eva Nur Kholidah Putri Ms
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Learning Process ◽  
Teaching And Learning ◽  
Review Process ◽  
Health Crisis ◽  
Social Distancing ◽  
The World ◽  
Students Attitudes

Abstrak: Pandemi COVID-19 adalah krisis kesehatan yang sedang menjadi perhatian negara-negara di dunia saat ini. COVID-19 merupakan penyakit yang belum pernah teridentifikasi sebelumnya pada manusia yang disebabkan oleh virus Sars-CoV-2. Menyebarnya COVID-19 di Indonesia menyebabkan Indonesia perlu melakukan pembatasan sosial untuk mencegah meningkatnya jumlah pasien COVID-19. Pembatasan sosial menyebabkan terganggunya beberapa aktivitas di berbagai bidang, terutama di bidang pendidikan. Kajian yang dilakukan dalam penyusunan paper mengacu pada 10 artikel terbaru pada tahun 2020 yang membahas tentang permasalahan yang sedang terjadi saat ini, berkaitan dengan dampak COVID-19 terhadap pembelajaran online menggunakan metode Systematic Literature Review. Proses pengkajian 10 artikel ini diklasifikasi menjadi 3 kelompok sub topik. Berdasarkan kajian yang telah dilakukan, diperoleh hasil pembelajaran online di era pandemi COVID-19 sangat memacu pertumbuhan pembelajaran online yang memudahkan dalam proses belajar mengajar, namun jika dinilai dari perubahan sikap siswa, sistem tersebut lebih menunjukkan sisi negatif, sehingga diperlukan adanya evaluasi terkait pembelajaran online oleh pemerintah Kata kunci: Covid-19, pembelajaran online, Systematic Literature Review(SLR)Abstract: COVID-19 pandemic is a health crisis that currently has been becoming the concern of countries in the world. COVID-19 is a disease that has never been previously identified in humans, which is caused by the Sars-CoV-2 virus. The spread of COVID-19 in Indonesia has made this country need to do social distancing to prevent the increasing number of COVID-19 patients. This social distancing has disrupted several activities in various fields, especially in the field of education. The paper done refers to 10 current articles in 2020 that discuss current problems, with the COVID-19 impact of online learning using Systematic Literature Review method. The review process of these 10 articles was classified into 3 sub-topic groups. Based on the studies that had been carried out, the result of online learning in the COVID-19 pandemic era has greatly accelerated the growth of online learning which eases the teaching and learning process. However, if it is judged by the changes in the students’ attitudes, the system shows more of negative sides. Therefore, there should be an evaluation related to the online learning by the government.Keywords: Covid-19, online learning, Systematic Literature Review (SLR)

AB0826 Imaging Modalities for the Classification of Gout: Systematic Literature Review and Meta-Analysis

2014 ◽  
Vol 73 (Suppl 2) ◽  
pp. 1076.2-1076 ◽  
Author(s):  
A. Ogdie ◽  
W. Taylor ◽  
M. Weatherall ◽  
J. Fransen ◽  
T. Jansen ◽  
...  
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Meta Analysis ◽  
Imaging Modalities

scholarly journals A Survey of the Online Learning Implementation During COVID-19 Outbreak

2020 ◽  
Vol 8 (4) ◽  
pp. 18
Author(s):  
Handrie Noprisson
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Learning Systems ◽  
Internet Connection ◽  
The Impact ◽  
Google Apps

This paper aim is to conduct a literature review of online learning implementation due to the impact of the COVID-19 outbreak. Specifically, the discussion will focus on the conditions of people, the facilities and technology used, and the process to support the success of online learning. The methodology of research adapted from systematic literature review method, namely PRISMA. As the result, we found as many 21 related works that explained people, technology and process aspect to implement online learning systems successfully. The main issues of online learning during COVID-19 is the availability of hardware (computer, phone, and so forth), software (Google Apps, Moodle, and so on) and internet connection. The list of tools recommendation for supporting activities of online learning is also discussed in this research.

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