Gamification of Formative Feedback in Language Arts and Mathematics Classrooms

2022 ◽  
pp. 1619-1638
Author(s):  
Man-Wai Chu ◽  
Teresa Anne Fowler
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Computer Games ◽  
Cognitive Learning ◽  
Maximum Flow ◽  
Game Based Learning ◽  
Knowledge Content ◽  
And Mathematics ◽  
Teaching Learning ◽  
Game Elements

The use of computer games in education has been increasing in popularity during the past decade. Game-based learning environments are designed to teach specific knowledge content and skill-based learning outcomes using game elements. One main reason for using game-based learning environments is to increase student motivation and engagement while teaching learning outcomes. Many of the game-based learning environments are designed so that students will reach maximum flow, which is defined as students being so completely immersed in that game that they do not notice that they are learning. These learning environments have been shown to improve many behaviour and cognitive learning outcomes. While game-based learning has many benefits, some educational researchers have indicated that it is often very costly to develop a complex game-based assessment to teach a few learning outcomes. Hence, in some cases it is more beneficial to approach the use of computer games in education using gamification.

Gamification of Formative Feedback in Language Arts and Mathematics Classrooms

2020 ◽  
Vol 10 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Man-Wai Chu ◽  
Teresa Anne Fowler
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Computer Games ◽  
Cognitive Learning ◽  
Maximum Flow ◽  
Game Based Learning ◽  
Knowledge Content ◽  
And Mathematics ◽  
Teaching Learning ◽  
Game Elements

The use of computer games in education has been increasing in popularity during the past decade. Game-based learning environments are designed to teach specific knowledge content and skill-based learning outcomes using game elements. One main reason for using game-based learning environments is to increase student motivation and engagement while teaching learning outcomes. Many of the game-based learning environments are designed so that students will reach maximum flow, which is defined as students being so completely immersed in that game that they do not notice that they are learning. These learning environments have been shown to improve many behaviour and cognitive learning outcomes. While game-based learning has many benefits, some educational researchers have indicated that it is often very costly to develop a complex game-based assessment to teach a few learning outcomes. Hence, in some cases it is more beneficial to approach the use of computer games in education using gamification.

College Students’ Cognitive Learning Outcomes in Technology-Enabled Active Learning Environments: A Meta-Analysis of the Empirical Literature

2019 ◽  
Vol 58 (4) ◽  
pp. 791-817 ◽  
Author(s):  
Yinghui Shi ◽  
Huiyun Yang ◽  
Jason MacLeod ◽  
Jingman Zhang ◽  
Harrison Hao Yang
Keyword(s):  
College Students ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Meta Analysis ◽  
Cognitive Learning ◽  
Empirical Literature ◽  
High Quality ◽  
Moderator Variable ◽  
Cognitive Learning Outcomes

Technology-enabled active learning environments (TE-ALEs) have attracted considerable research interest, particularly in higher education. However, research shows inconsistent results describing the influence of TE-ALEs toward students’ cognitive learning outcomes. This study was designed to identify high-quality empirical research examining college students’ cognitive learning outcomes and to utilize meta-analysis to determine the overall effectiveness of TE-ALEs. A systematic literature search identified 31 high-quality peer-reviewed journal articles that met the inclusion criteria. Meta-analysis showed that the calculated effect size of TE-ALEs more positively influenced students’ cognitive learning than traditional lecture-based environments. Moderator variable analysis suggested that social context, study design, and sample size were significant factors that influence the effectiveness of TE-ALE. TE-ALEs were found more effective when instructors employed individualized learning contexts as well as when bias was reduced in randomized controlled trials. TE-ALEs were also found to be more effective in small courses rather than in large courses.

PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING DENGAN TEKNIK EXAMPLE NON EXAMPLE TERHADAP AKTIVITAS DAN HASIL BELAJAR KOGNITIF SISWA KELAS VIII SMPN 3 BATUKLIANG UTARA

2018 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Lia Andriani ◽  
Taufik Samsuri ◽  
Ida Royani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Activities ◽  
Reciprocal Teaching ◽  
Learning Activity ◽  
Teaching Learning ◽  
Cognitive Learning Outcomes

The problem of implementing biology learning in class VIIIB SMPN 3 North Batukliang 2016/2017 school year is creative thinking skills and student cognitive learning outcomes are still not satisfactory, as evidenced by the existence of MID semester scores under the KKM (Minimum completeness criteria). Caused by the learning process not running effectively because of the use of ineffective learning models. The purpose of this study was to measure the effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive activities and learning outcomes of students on the subject matter of the digestive system in humans class VIII SMPN 3 North Batukliang. The instrument used in this study was an observation sheet for student learning activities and tests for student cognitive learning outcomes. The results showed that there was an increase in student learning activities, for an average student learning activity in the control class of 2.9 which was included in the quite active category, while for the experimental class by 3.5 with the active category. The results of students' cognitive learning post-test obtained an average value in the experimental class of 85.8 and a control class of 80. The t-test analysis at the significance level of 5% was obtained tcount of 3.12 while the value of ttable with dk = 54 of 2, 05. This means that the value of t is greater than the table value (3.12> 2.05). Thus it can be concluded that there is an effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive learning outcomes of students.

scholarly journals Educational Escape Rooms as a Tool for Horizontal Mathematization: Learning Process Evidence

2020 ◽  
Vol 10 (9) ◽  
pp. 213
Author(s):  
José Carlos Piñero Charlo
Keyword(s):  
Student Teachers ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Primary Education ◽  
Learning Process ◽  
Mathematical Knowledge ◽  
Learning Processes ◽  
Focused Attention ◽  
Game Based Learning ◽  
Starting Point

The curricular perspective based on teaching processes which takes formal mathematical knowledge as a starting point has been severely criticized. This traditional perspective considers that the formal mathematical knowledge has to be taught prior to the application so, once taught, it can be used to solve problems. Along with this criticism, curricular alternative proposals that have focused attention on the learning process (rather than in the teaching one) have been developed. Recently, game-based learning has been developed as a problem-based learning methodology, able to achieve a deeper implication of the students. In line with this approach, the main scope of this paper is to provide evidence of the learning process in game-based learning environments. To do this, student teachers have designed an educational escape room that fits curricular learning outcomes. This manuscript reports on an educational escape room experience that was implemented in three different Primary Education Schools (total student population of 117 students, while here we present a fragment of 5 participants). In order to evaluate the development of certain knowledge, a transcribed fragment is presented and analyzed. In the reported experience, evidence of learning processes and horizontal mathematization are reported in the frame of an educational escape room. This constitutes an evidence of learning processes in gamified environments.

scholarly journals Game-Based Learning in Pharmacy Education

Pharmacy ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 11
Author(s):  
Julie H. Oestreich ◽  
Jason W. Guy
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Outcomes ◽  
Content Knowledge ◽  
Student Learning Outcomes ◽  
Pharmacy Education ◽  
Game Based Learning ◽  
Content Areas ◽  
Use Of Technology ◽  
Game Elements

Game-based learning (GBL) involves adding game elements to non-game activities to encourage engagement. Pharmacy curricula are required to incorporate active learning to meet accreditation standards. The literature supports that well-designed GBL holds the attention of students and improves knowledge in some instances. Furthermore, these adaptable experiences can be leveraged for a variety of content areas in pharmacy education. Some activities utilized by educators require large amounts of technological expertise, while others involve minimal use of technology. The incorporation of technology can create highly immersive experiences for learners; however, there are barriers (e.g., financial and technology prowess) to implementation compared to simpler designs. One area of GBL that is not well defined in the literature is how to adequately assess student learning outcomes. Most current studies describe subjective attitudes and confidence or assess content knowledge through objective pre- and post-tests. In the future, more defined and connected methods for assessment—such as active demonstrations within the game—will be needed to better incorporate GBL into pharmacy curricula. Based on the collective evidence in the literature, some GBL activities may serve as useful tools to improve pharmacy student engagement and learning.

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 Using Learning Styles for Creating and Personalizing Educational Content in Ubiquitous Learning Environments

2020 ◽  
Vol 28 ◽  
pp. 133-149
Author(s):  
Rafael D. Araújo ◽  
Taffarel Brant-Ribeiro ◽  
Hiran N. M. Ferreira ◽  
Fabiano A. Dorça ◽  
Renan G. Cattelan
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Objects ◽  
Ubiquitous Learning ◽  
Educational Content ◽  
Multimedia Authoring ◽  
Proposed Model ◽  
Different Types ◽  
Teaching Learning

The fact that people behave and learn in a different pace requires individual differences to be properly considered in the teaching/learning process. Among several cognitive theories that could be used for this purpose, a promising one is to explore the use of students' learning styles (LSs), with several research studies indicating that their use has positive impacts on learning outcomes. At the same time, Ubiquitous Learning Environments (ULEs) have the potential to make the multimedia authoring of Learning Objects (LOs) an automated process, resulting on even larger educational content repositories and increasing the need for more adequate presentation strategies to students. This article presents an approach for creating and personalizing LOs through a probabilistic proposal of the Felder and Silverman Learning Styles Model. A prototype of the proposed model was integrated into a ubiquitous educational platform and experimented in real settings. Results indicate the existence of correlations between different types of interactions carried out by students and their respective LSs.

scholarly journals Game-based learning environments affect frontal brain activity

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0242573
Author(s):  
Silvia Erika Kober ◽  
Guilherme Wood ◽  
Kristian Kiili ◽  
Korbinian Moeller ◽  
Manuel Ninaus
Keyword(s):  
Learning Environments ◽  
User Experience ◽  
Near Infrared ◽  
Brain Activity ◽  
Number Line ◽  
Reward Processing ◽  
Game Based Learning ◽  
Number Line Estimation ◽  
Efficient Learning ◽  
Game Elements

Inclusion of game elements in learning environments to increase motivation and learning outcome is becoming increasingly popular. However, underlying mechanisms of game-based learning have not been studied sufficiently yet. In the present study, we investigated effects of game-based learning environments on a neurofunctional level. In particular, 59 healthy adults completed a game-based version (including game elements such as a narrative and virtual incentives) as well as a non-game-based version of a number line estimation task, to improve fractional knowledge, while their brain activity was monitored using near-infrared spectroscopy. Behavioral performance was comparable across the two versions, although there was a tendency that less errors were made in the game-based version. However, subjective user experience differed significantly between versions. Participants rated the game-based version as more attractive, novel, and stimulating but less efficient than the non-game-based version. Additionally, positive affect was reported to be higher while engaging in the game-based as compared to the non-game-based task version. Corroborating these user reports, we identified increased brain activation in areas associated with emotion and reward processing while playing the game-based version, which might be driven by rewarding elements of the game-based version. Moreover, frontal areas associated with attention were also more activated in the game-based version of the task. Hence, we observed converging evidence on a user experience and neurofunctional level indicating that the game-based version was more rewarding as well as emotionally and attentionally engaging. These results underscore the potential of game-based learning environments to promote more efficient learning by means of attention and reward up-tuning.

A Systematic Review on the Neuro-Cognitive Correlates of Game-Based Learning in Higher Education Learning Environments

2022 ◽  
pp. 58-77
Author(s):  
Smitha Baboo ◽  
Yogesh Kanna ◽  
Cathlyn Niranjana Bennett
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Essential Feature ◽  
Game Based Learning ◽  
Education Students ◽  
Cognitive Correlates ◽  
Learning Content ◽  
Games And Simulations ◽  
Teaching Learning ◽  
Teaching Pedagogies

Game-based learning is one of the sustainable education methods for future professionals from the higher education learning environment. To attain these innovative and sustainable teaching pedagogies, the components of games and simulations need to be incorporated into the teaching-learning content. The integration of neuroscience and cognitive concepts has become an essential feature in understanding various phenomena in game-based learning with regard to higher education learning environments. Several neural and cognitive processes are involved while engaging in such activities. These activities have played a pivotal role in the pedagogy and teachers had to think on their feet while engaging students in higher education as well. Game-based learning has proven to be a very effective method of engaging higher education students.

PENERAPAN MODEL PEMBELAJARAN QUANTUM TEACHINGUNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS II SD NEGERI 010 SILIKUAN HULU KECAMATAN UKUI

2016 ◽  
Vol 5 (2) ◽  
pp. 259
Author(s):  
Rubinem '
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Second Grade ◽  
Quantum Model ◽  
Average Value ◽  
Second Grade Students ◽  
Teachers And Students ◽  
And Mathematics ◽  
Data Collection Technique ◽  
Teaching Learning

The problem in this research is the low results of students' mathematics learning class II SD Negeri 010 Silikuan Hulu, from 34 students only 10 students or 29.41% were resolved. Based on this the researchers conducted a classroom action research with the aim of improving learning outcomes through the application of mathematical models of quantum teaching learning. This study was conducted by two cycles, each cycle consisting of two meetings and one daily tests, the instrument used is the observation sheet activities of teachers and students and math achievement test. The data collection technique used is the technique of observation and tests of learning outcomes. The study states that penarapan quantum model of teaching can enhance the activity of teachers and students and mathematics learning outcomes second grade students SD Negeri 010 Silikuan Hulu. This is supported by: (a) the activities of teachers in each cycle increases, in the first meeting of the first cycle of activities for teachers to get a score of 35, or 67.3% to the category quite well, at the first meeting the first cycle of activities for teachers to get a score of 41 or 78.8 % good category. At the first meeting of the second cycle increased with the acquisition of a score of 44 or 82.6% with very good categories and the second meeting of the second cycle obtain a score of 50 or 96.1% with very good category. Activities of students has increased, at the first meeting the first cycle of activity students obtain a score of 28 or 58.3% to the category quite well, at the first meeting the first cycle of activity students obtain a score of 34 or 70.8% in both categories. At the first meeting of the second cycle increased with the acquisition of a score of 43 or 89.5% with very good categories and the second meeting of the second cycle obtain a score of 46 or 95.8% to the category of very good; and (b) the results of students in each cycle has increased, the base score is the number of students who pass the 21 students with a percentage of 61.7% with the acquisition of an average value of 60.7. In the first cycle has increased the number of students who pass are 26 students with a percentage of 76.4% with the acquisition of an average value of 83.3. In the second cycle the number of students who pass the increase in the number of 34 students with a percentage of 88.23% with an average value of 92.7.

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