Gamification Tools to Facilitate Student Learning Engagement in Higher Education

2022 ◽  
pp. 1092-1106
Author(s):  
Mark Schofield
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
University Students ◽  
Field Experiment ◽  
Student Learning ◽  
Design Features ◽  
Learning Engagement ◽  
Study Program ◽  
Novel Technology ◽  
Support Students

Gamification is a novel technology that can potentially motivate student learning. This chapter reflects on the implementation of a gamified application to support students' learning in terms of learning important facts concerning their study program. The scope of the chapter refers to two design features in which tests were conducted on the different configurations in a field experiment among UK university students. The initial feature identified was feedback, where it was anticipated that engagement would increase, with tailored feedback having a greater impact than generic feedback. The next feature identified was circumventing users from binge gaming through session limits, as this may potentially prevent deep learning. The findings suggest that tailored feedback was less effective than generic feedback, contradicting the initial anticipation. Session limits were found to not circumvent binging without a reduction in sessions. The findings suggest that gaming properties of gamified applications could impact sustaining and encouraging play.

Gamification Tools to Facilitate Student Learning Engagement in Higher Education

2021 ◽  
pp. 21-35
Author(s):  
Mark Schofield
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
University Students ◽  
Field Experiment ◽  
Student Learning ◽  
Design Features ◽  
Learning Engagement ◽  
Study Program ◽  
Novel Technology ◽  
Support Students

Gamification is a novel technology that can potentially motivate student learning. This chapter reflects on the implementation of a gamified application to support students' learning in terms of learning important facts concerning their study program. The scope of the chapter refers to two design features in which tests were conducted on the different configurations in a field experiment among UK university students. The initial feature identified was feedback, where it was anticipated that engagement would increase, with tailored feedback having a greater impact than generic feedback. The next feature identified was circumventing users from binge gaming through session limits, as this may potentially prevent deep learning. The findings suggest that tailored feedback was less effective than generic feedback, contradicting the initial anticipation. Session limits were found to not circumvent binging without a reduction in sessions. The findings suggest that gaming properties of gamified applications could impact sustaining and encouraging play.

scholarly journals Gamification as a tool for engaging student learning: A field experiment with a gamified app

2019 ◽  
Vol 16 (2) ◽  
pp. 92-109 ◽  
Author(s):  
Kasper Welbers ◽  
Elly A Konijn ◽  
Christian Burgers ◽  
Anna Bij de Vaate ◽  
Allison Eden ◽  
...  
Keyword(s):  
Deep Learning ◽  
University Students ◽  
Field Experiment ◽  
Student Learning ◽  
Careful Consideration ◽  
Design Features ◽  
Study Program ◽  
Engaging Student

In this paper, we reflect on the implementation of a gamified application for helping students learn important facts about their study program. We focus on two design features, of which different configurations were tested in a field experiment among Dutch university students ( N = 101). The first feature is feedback, which is expected to increase engagement, with personalized (“tailored”) feedback being more effective than generic feedback. The second feature is a session limit that was designed to prevent users from “binging” the game, because this could prevent deep learning. Results showed that generic feedback was more effective than tailored feedback, contrasting our expectations. The session limit, however, did prevent binging without reducing the overall number of sessions played. Our findings suggest that careful consideration of game properties may impact sustaining and encouraging play via a gamified application.

Visual Organizers and Scaffolding the Student Learning Experience in Higher Education

2019 ◽  
Vol 48 (4) ◽  
pp. 518-538
Author(s):  
Isaiah T. Awidi ◽  
Mark Paynter ◽  
Uwana Evers
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Knowledge Construction ◽  
Learning Experience ◽  
Marketing Research ◽  
Visual Images ◽  
Study Program ◽  
Digital Devices ◽  
The Subject ◽  
Support Students

Higher education institutions are leveraging the attributes of digital devices to enhance student’s learning. The capability of digital devices to present visual images is the subject of this article, specifically the potential for visual organizers (VOs) to support students in an undergraduate marketing research course. Students reported that VOs helped them to understand the course requirements and supported them to organize their study program. VOs were positively associated with student’s course participation, collaboration, and knowledge construction. We argued that VOs have the potential to enhance the student learning experience. Lecturers should therefore consider incorporation of VOs when redesigning their courses.

scholarly journals Identifier les attitudes des étudiants en géographie après leurs études secondaires

2009 ◽  
Vol 38 (1) ◽  
Author(s):  
Burckin Dal
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Student Learning ◽  
Education Student ◽  
Learning Approach ◽  
Learning Approaches ◽  
Premier Cycle ◽  
Degree Of Confidence ◽  
One Year

Ce travail expose les résultats d’une étude réalisée dans le but d’analyser la démarche d’apprentissage d’un groupe d’étudiants de premier cycle de géographie. Seront traitées ici les démarches d’apprentissage qu’ils adoptent et la façon dont évolue leur niveau de confiance en soi après un an d’enseignement supérieur. Les étudiants étaient confrontés à un programme visant au développement des capacités dans le cadre de la géographie, qui mettait l’accent sur une démarche d’apprentissage en profondeur. Les résultats montrent que, bien que leur niveau de confiance en leur capacité d’étudier et d’apprendre ait augmenté, leur démarche d’apprentissage est devenue de plus en plus instrumentale. This paper shows the results of a study carried out in order to analyse the learning approach in geography of cohorts of students on entry to a geography degree. After one year of higher education, student learning approaches and their degree of confidence are examined. A program aimed at the development of the learning capacities based on a deep learning approach was proposed to students. The results indicate that although their degrees of confidence in their capacity to study increased, their learning approaches became increasingly instrumental.

scholarly journals Development of a Web-Based Intervention Course to Promote Students’ Well-Being and Studying in Universities: Protocol for an Experimental Study Design (Preprint)

2020 ◽  
Author(s):  
Henna Asikainen ◽  
Nina Katajavuori
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
University Students ◽  
Study Design ◽  
Study Skills ◽  
Well Being ◽  
Web Based ◽  
The University ◽  
Support Students ◽  
Experimental Study Design

BACKGROUND The decline in the well-being among university students well as increasing dropouts has become a serious issue in universities around the world. Thus, effective ways to support students’ well-being and their ability to study are highly needed. OBJECTIVE The purpose of this study was to build an intervention course for university students, which promotes both students’ well-being as well as their learning and study skills, and to describe the experimental study design that explores the effects of this intervention course. METHODS Research has shown that psychological flexibility has a great effect on the well-being as well as the study skills of students pursuing higher education. The basis of our intervention course was to promote psychological flexibility and students’ study skills with the help of peer support and reflection. RESULTS This course was offered as a voluntary course to all the students at the University of Helsinki twice during the academic year 2020-2021. The first course was from October to December and the second course was from January to March. This course was advertised in fall 2020 through social media and by different student organizations and program leaders at different faculties of the University of Helsinki. As of October 2020, we enrolled 566 students comprising 310 students for the course in fall 2020 and 256 students for the course in spring 2021. Of the 256 students who enrolled in the second course, 170 students voluntarily participated in this study and they answered the questionnaires, including all the measures, simultaneously with the participants in the first group and thus served as the control group. The effect of this course will be measured with multiple data, including questionnaire data, reflective journals, and physiological data of well-being with a longitudinal experimental design. This research very strictly follows the ethical guidelines drawn up by the Finnish National Board on Research Integrity. We expect to publish the results of this study in fall 2021 at the latest. CONCLUSIONS We argue that a web-based, 8-week intervention course, which promotes both student well-being and their study skills, is a good way to support students pursuing higher education, and both aspects should be considered when supporting university students. INTERNATIONAL REGISTERED REPORT DERR1-10.2196/23613

scholarly journals International academic mobility: the attraction factors of Brazilians students in Spain

2018 ◽  
Author(s):  
Luciano Kingeski ◽  
Jordi Olivella Nadal
Keyword(s):  
Higher Education ◽  
University Students ◽  
Study Program ◽  
Selection Processes ◽  
Qualitative Nature ◽  
Brazilian Students ◽  
Spanish Universities ◽  
The Cost ◽  
The City ◽  
Structured Questionnaire

The mobility of university students abroad is a phenomenon of great importance in the context of globalization and internationalization of higher education. Certain factors, such as the image of the institution, the country, the city, the evaluation of the study program, the cost, selection processes and even personal resources can determine the destination country. This article seeks to identify the attraction factors for which Brazilian university students choose Spanish universities to carry out their higher education. An exploratory study of a qualitative nature was conducted, a semi-structured questionnaire applied to twenty-eight Brazilian students of official rank: graduation, master's degree and doctorate. Data analysis was based on the assessment of attraction factors. The results indicate that the language, the tradition of the Spanish universities, the scholarships of the country of origin and the more flexible selection processes are important factors in the decision of these subjects. Spain is an option for many international students and the flow of Brazilian students to this country is significant, the authors also consider that these flows may be much larger in the future.

scholarly journals Pengaruh Model Pembelajaran Dan Minat Belajar Terhadap Hasil Belajar Statistik

2018 ◽  
Vol 20 (2) ◽  
pp. 87-104
Author(s):  
Budi Prasetya ◽  
Hartati Muchtar ◽  
Zulfiati Syahrial
Keyword(s):  
University Students ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
University Student ◽  
State University ◽  
Study Program ◽  
Final Sample ◽  
Direct Learning ◽  
In The Beginning

The purpose of this research is in order to know the influence of learning model and the interest of study to the result of statictics study. This result be done to the machine engine university student, Study program of machine engine, Jakarta State University.  Sample about 120 university students, that be distributed into four clasess. After be done the measurement to the interest of statistics study to each sample by distributing the questioner the intertest of study in the beginning, after that its result be sequenced from the most biggest to the smallest, in order to be taken the upper limite about 27% and the lower limit about 27%, namely 32 university students in each class. Finally, be gotten Finally be gotten final sample about 64 university students from two clasess base on the measurement of study interest.This research be done by the action of eight times of study in each class by using website learning model and directly beended by by given the test of study result for university student in order to know the differentiation after be given the action. The analysis of the research results using two way ANOVA followed by Tukey test. The result of the research shows that: (1) the learning result of the students who are learn by the learning model of the website is higher than the result of student learning learn by direct learning model, (2) there is interaction between the learning model of the website with the interest of learning toward the student's learning result, (3) The learning outcomes of students who have high interest and are learn with the learning model of the website are higher than the results of student learning learn by direct learning model, and (4) the learning outcomes of students who have low interest and learn by direct learning model is not higher than student learning outcomes which is learn by website learning model  

Tic of the Iceberg: Strategies to Support Students With Tourette Syndrome in Higher Education

2021 ◽  
pp. 1-9
Author(s):  
Sandra Elsom ◽  
Angela Hansen
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Tourette Syndrome ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Engagement ◽  
Design For Learning ◽  
Negative Effect ◽  
Teaching Team ◽  
Support Students

Abstract Tourette syndrome (TS) is a challenging and poorly understood condition that can have a considerable negative effect on an individual’s ability to learn, despite there being little to no impact on their intelligence. In this paper, we detail the experiences of 2 higher education staff who supported a student with severe TS to undertake studies in a university bridging program. We make suggestions and recommendations for teachers who have students with TS. Over the course of 5 semesters, the teaching team researched TS in order to understand what the student was facing and adjusted their teaching strategies and the learning environment to overcome the complications that the condition presented. The design of the learning environment and the embedded accessible pedagogy that we found helpful are framed and discussed using the 3 primary principles of universal design for learning: engagement, representation, and action and expression. The authors utilise the minimal model of Rolfe, Freshwater, and Jasper (2001) to reflect upon and share their practice.

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