Gamification's Role as a Learning and Assessment Tool in Education

Gamification is a new and upcoming trend that is predicted by many to further enhance the field of educational technology in the new millennium. The use of gamification has fared well in the corporate world and is gradually transcending into the educational arena. The usage of game elements such as points, badges and leader board can assist in keeping the students not only motivated but also engaged to the teaching and learning process in the school. As learning and assessment come hand in hand as a knowledge acquiring process in a classroom, therefore it should be identified whether or not gamification can be truly utilized in the form of a learning and assessment tool in the teaching and learning process. This paper will discuss about the repercussions of using gamification as a learning and assessment tool based on the review of several studies carried out in the field of gamification.

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Integrating Assessment, Feedback, and Learning Analytics in Educational Games

Handbook of Research on E-Assessment in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-5936-8.ch006 ◽

2019 ◽

pp. 127-169

Author(s):

Yaëlle Chaudy ◽

Thomas M. Connolly

Keyword(s):

Learning Process ◽

Learning Analytics ◽

Teaching And Learning ◽

Assessment Tool ◽

Educational Games ◽

Assessment Process ◽

Crucial Aspect ◽

Assessment Feedback ◽

Black Boxes ◽

Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

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Integrating Assessment, Feedback, and Learning Analytics in Educational Games

10.4018/978-1-6684-3710-0.ch088 ◽

2022 ◽

pp. 1803-1846

Author(s):

Yaëlle Chaudy ◽

Thomas M. Connolly

Keyword(s):

Learning Process ◽

Learning Analytics ◽

Teaching And Learning ◽

Assessment Tool ◽

Educational Games ◽

Assessment Process ◽

Crucial Aspect ◽

Assessment Feedback ◽

Black Boxes ◽

Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

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Pembelajaran Menyenangkan Sebagai Upaya Menanggulangi Pandemi Covid-19

Epistema ◽

10.21831/ep.v2i1.40129 ◽

2021 ◽

Vol 2 (1) ◽

pp. 1-10

Author(s):

Pujiriyanto Pujiriyanto

Keyword(s):

Educational Technology ◽

Learning Outcomes ◽

Learning Process ◽

Teaching And Learning ◽

Rapid Development ◽

Strong Relationship ◽

Lesson Plans ◽

Comprehensive Understanding ◽

Teaching Learning ◽

Teachers Training

Artikel ini bertujuan untuk menjelaskan konsep dan prosedur praktis model pembelajaran joyful learning dalam rangka pelatihan guru di Gantiwarno Klaten yang dilakukan oleh Tim PPM dari Departemen Kurikulum dan Teknologi Pendidikan. Pembelajaran yang menyenangkan di dalamnya terdapat hubungan yang kuat antara pendidik dan siswa, tanpa merasa terpaksa atau merasa tertekan. Relasi antara guru dan siswa nampak perlu dirubah dalam posisi egaliter. Perkembangan teknologi informasi memungkinkan siswa mendapatkan informasi lebih cepat dan beragam. Pola pembelajaran daring Joyful learning merupakan suasana belajar-mengajar yang menyenangkan agar siswa memfokuskan perhatiannya penuh pada pembelajaran sehingga waktu untuk memfokuskan perhatiannya tinggi. Waktu yang tinggi untuk memusatkan perhatian terbukti meningkatkan hasil belajar. Keadaan aktif dan menyenangkan tidak cukup jika proses pembelajaran tidak efektif yaitu tidak menghasilkan apa yang harus dikuasai siswa setelah proses pembelajaran berlangsung, karena pembelajaran mempunyai sejumlah tujuan pembelajaran yang harus tercapai. Oleh karena itu, penting bagi para guru untuk memahami pentingnya menerapkan pembelajaran yang menyenangkan dalam proses belajar mengajar sehari-hari dan untuk konteks saat ini lebih penting lagi karena selama pandemi COVID-19 siswa dibombardir dengan tugas yang banyak dan juga materi yang bertubi-tubi selama masa belajar School From Home (SFH). Masa belajar selama pandemi tidak bisa dilihat sebagai pembelajaran yang menyenangkan lagi. Untuk itu, Jurusan Kurikulum dan Teknologi Pendidikan hadir untuk memberikan pemahaman yang menyeluruh tentang pembelajaran yang menyenangkan, bagaimana konsep dikonstruksi dan juga praktik pembelajaran yang menyenangkan mulai dari penyusunan rencana pelajaran (RPP) hingga simulasi model pembelajaran yang menyenangkan dalam bentuk. acara PPM guru di Gantiwarno, Klaten.Kata kunci: Pembelajaran menyenangkan, guru, RPPThe purpose of this paper is to explain the concept and practical procedures of joyful learning model in the context of teachers’ training in Gantiwarno Klaten, done by PPM Team from the Department of Curriculum and Educational Technology. Joyful learning is a learning process in which there is a strong relationship between educators and students, without feeling forced or depressed (not under pressure). The teacher positions himself as a facilitator and student learning partner. This is possible because of the rapid development of information technology that allows students to get information faster from the teacher. Fun learning is a fun teaching-learning atmosphere so that students focus their full attention on learning so that the time to focus their attention is high. The high time to focus attention has been shown to improve learning outcomes. An active and pleasant state is not enough if the learning process is ineffective, that is, it does not produce what students have to master after the learning process takes place, because learning has a number of learning objectives that are achieved. Therefore, it is significant for teachers to understand the important of applying joyfull learning in their daily teaching and learning process more importantly during the pandemic COVID-19 as students are bombarding with a full pack of assignments and also materials that lead to the learning during the pandemic can not be seen as a joyful learning anymore. Thus, the Department of Curriculum and Educational Technology are presence to provide a comprehensive understanding of joyful learning, how the concept is constructed and also the practice of joyful learning starting from the preparation of lesson plans (RPP) to simulating joyful learning models in the form of PPM event for teachers in Gantiwarno, Klaten.Keywords: Joyful learning, teachers, lesson plans.

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(Mobile Assisted Language Learning) MALL Implementation During Distance Learning

Indonesian Journal Of Educational Research and Review ◽

10.23887/ijerr.v4i1.37302 ◽

2021 ◽

Vol 4 (1) ◽

pp. 156

Author(s):

Made Erwinda Febriyanti ◽

I Nyoman Adi Jaya Putra ◽

Made Hery Santosa

Keyword(s):

Distance Learning ◽

Language Learning ◽

Learning Process ◽

Teaching And Learning ◽

Assessment Tool ◽

Learning Design ◽

Mobile Assisted Language Learning ◽

Teachers And Students ◽

The Government ◽

Teacher Ability

The rules for studying from home have been implemented since the outbreak of the Corona Virus. This impacts the education sector in Indonesia, which makes the government make regulations to learn from home—in addition, making the teaching and learning process held in the context of distance learning. This study aims to analyze the learning process that applies MALL during the distance learning process and the challenges during education. The instruments used to obtain the data were self-rated questionnaires, observation checklists, and interview guidelines. This instrument was developed from the Prospective Teacher Ability Assessment Tool (APKCG) and the RASE learning design framework. The technique used to analyze the data is descriptive qualitative analysis. This study indicates that English teachers have implemented MALL during the distance learning process by using several online platforms as classrooms in their activities. Several challenges arise from teachers and students in this learning process, including the lack of teacher ability in utilizing technology, unsupported student devices, and unstable student connections.

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BIOE and the Teaching of Physics: inferences from the Critical Theory of Technology

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol9.iss6.3158 ◽

2021 ◽

Vol 9 (6) ◽

pp. 146-159

Author(s):

Ingrid Aline de Carvalho Ferrasa ◽

Awdry Feisser Miquelin ◽

Maria Ivete Basniak ◽

Sani Carvalho Rutz da Silva

Keyword(s):

Educational Technology ◽

Critical Theory ◽

Learning Process ◽

Teaching And Learning ◽

Qualitative Approach ◽

Educational Objective ◽

Human Relations ◽

Physics Teaching ◽

International Bank ◽

Critical Theory Of Technology

This article reads from Andrew Feenberg's Critical Theory of Technology, analyzing the International Bank of Educational Objects (BIOE) in Physics teaching, investigating whether the Educational Objects (EO) available in BIOE contemplate a process of teaching and learning that is critical and reflexive and that articulates with one or more pedagogical conceptions linked to its educational objective. For this, the qualitative approach of the documentary type was used for data collection and content analysis to arrive at the results. Thus, we verify that the EO for Physics available in BIOE do not contemplate a critical and reflexive teaching and learning process articulated to one or more pedagogical conceptions linked to its educational objective; it does not broaden the problematization related to educational practices in physics towards the politicization of science and technology, in understanding the implications of an educational technology; and it is absent in the very understanding of human relations with such objects and the systems in which they operate, including the teaching and learning process.

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Emerging Technologies for Interactive Learning in the ICT Age

Educational Stages and Interactive Learning ◽

10.4018/978-1-4666-0137-6.ch005 ◽

2012 ◽

pp. 73-91 ◽

Cited By ~ 3

Author(s):

Heng Luo ◽

Jing Lei

Keyword(s):

Educational Technology ◽

Case Studies ◽

Learning Process ◽

Teaching And Learning ◽

Emerging Technologies ◽

Interactive Learning ◽

Educational Technology Research ◽

Learning Systems ◽

Technology Research

Based on the review of educational technology research, this chapter describes and discusses how emerging technologies are integrated into the teaching and learning process to facilitate the learner-content, learner-learner, learner-instructor, and learner-interface interactions, as well as the new opportunities and challenges brought by them. Technologies discussed in this chapter are categorized into four types based on their distinct interactive features. Guidelines for applying them to facilitate interactive learning are proposed at the end of the chapter, based on the case studies of four interactive learning systems selected from the literature.

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Teachers’ Attitudes toward Using Interactive Whiteboards in English Language Classrooms

International Education Studies ◽

10.5539/ies.v8n12p176 ◽

2015 ◽

Vol 8 (12) ◽

pp. 176 ◽

Cited By ~ 1

Author(s):

Amani K. Gashan ◽

Yousif A. Alshumaimeri

Keyword(s):

Educational Technology ◽

Learning Process ◽

Teaching And Learning ◽

English Language ◽

Interactive Whiteboards ◽

Teaching English ◽

Novel Technology ◽

Positive Attitudes ◽

Language Classrooms ◽

Teachers Attitudes

Educational technology plays an increasingly important role in the teaching and learning process. Successful integration is the goal of any new educational technology. The interactive whiteboard (IWB) can be effectively used by teachers to enhance the effectiveness of their lessons. This study explored the attitudes and insights of Saudi female teachers regarding the use of IWBs when teaching English as a foreign language (EFL). It also investigated possible obstacles they may face during their use of this novel technology.Data was collected by distributing questionnaires to forty three teachers at different girls’ schools in Riyadh. The results indicated that participants in this study demonstrated positive attitudes toward using the IWB in the EFL classrooms. The results also showed that teachers consider IWBs to be useful devices for enhancing the teaching and learning process and for designing new instructional situations. IWB-based lessons were perceived to be more comfortable for teachers in teaching English. However, teachers stated that they faced some technical obstacles in their use of IWBs.The current study recommended that EFL classes should be equipped with all supplicants of the IWBs. It also suggested that training is important for teachers to deal with the technological devices. EFL teachers need more training to learn how to resolve technical and system problems; they also need to understand how to use all the options offered by the IWBs.

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Teacher Technology Competence Base

Technology-Supported Teaching and Research Methods for Educators - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5915-3.ch014 ◽

2019 ◽

pp. 247-267

Author(s):

Lazarus Ndiku Makewa

Keyword(s):

Professional Development ◽

Educational Technology ◽

Student Engagement ◽

Problem Solving ◽

Learning Process ◽

Teaching And Learning ◽

Technology Competencies ◽

Technology Competence ◽

Advance Student ◽

Service Professional

This chapter looks at the teacher and his/her technology competence base. It will attempt to determine what technology competencies the teacher should have before engaging in the use of any educational technology in the teaching and learning process. The content will argue that schools need to support teachers in accessing needed technology and in learning how to use it effectively. Institutions responsible for pre-service and in-service professional development for educators should focus explicitly on ensuring all educators are capable of selecting, evaluating, and using appropriate technologies and resources to create experiences that advance student engagement and learning. Teachers should be expected to model how to leverage available tools to engage content with curiosity and a mindset bent on problem solving and how to be co-creators of knowledge. In short, teachers should be the students they hope to inspire in their classrooms. Six concepts will guide this chapter; these are technological, instructional, methodological, evaluative, communication, and attitude.

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Panorama brasileiro sobre as produções acadêmicas em tecnologia educacional / Brazilian Scenery about the Academic Productions in the Educational Technology Field

Revista Internacional de Tecnologías en la Educación ◽

10.37467/gka-revedutech.v2.965 ◽

2015 ◽

Vol 2 (2) ◽

Author(s):

Ketilin Mayra Pedro ◽

Clarissa Maria Marques Ogeda ◽

Miguel Claudio Moriel Chacon

Keyword(s):

Educational Technology ◽

Federal Government ◽

Digital Library ◽

Learning Process ◽

Teaching And Learning ◽

Electronic Devices ◽

Digital Technologies ◽

Digital Natives ◽

Information And Communication ◽

Technology Resources

ABSTRACTThe electronic devices connected to internet are present everywhere; even though these resources are being more and more used in teaching practices, it is known that their usage is not always suitable for a definite contribution towards the teaching and learning process. An educational technology Brazilian academic productions bibliographical review has been raised in order to identify: the themes, the publication’s year and place and the teaching level. For that, the following topics have been researched on the Brazilian Digital Library of Thesis and Dissertations: Educational Technology; Digital Natives; Information and Communication Digital Technologies and; Educational Softwares. In total, 600 productions have been obtained, 76% of them regarding master studies and 24% regarding PhD studies. Based on the analysis of titles, abstracts and key-words of each production, 27 thematic categories have been gathered, and the ones which stood out are: Technology Resources (86), Teaching Training (73) and Distance Education (69). Regarding the publication’s year, it has been observed that from 2006 on, the number of publication substantially grew, and 2010 was the year with most productions. Regarding the publication’s places, the universities kept by the federal government stand for 41% of productions, private ones do 34% and state others reach 25%.RESUMOOs dispositivos eletrônicos conectados à internet estão presentes em todos os lugares, embora estes recursos sejam cada vez mais utilizados nas práticas didáticas, sabemos que essa utilização nem sempre se dá de maneira adequada que contribua efetivamente para o processo de ensino-aprendizagem. Realizamos um levantamento bibliográfico das produções acadêmicas brasileiras sobre tecnologia educacional, a fim de identificar: as temáticas, o ano e local de publicação e o nível de ensino. Para tanto, pesquisamos na Biblioteca Digital Brasileira de Teses e Dissertações os seguintes descritores: Tecno-logia Educacional; Nativos Digitais; Tecnologias Digitais da Informação e Comunicação; Tecnologias da Informação e Comunicação e Softwares Educativos. Obtivemos um total de 600 produções, sendo 76% referentes a mestrado e 24% a doutorado. Com base na análise do título, do resumo e das palavras-chave de cada produção elencamos 27 categorias temáticas, sendo que foram predominantes: Recursos Tecnológicos (86), Formação Docente (73) e Educação a Distância (69). Em relação ao ano de publicação percebemos que a partir de 2006 o número de publicações cresceu significativamen-te, sendo 2010 o ano com maior número de produções. Referente aos locais de publicação, as universidades mantidas pelo governo federal representam 41% das produções, as privadas 34% e as estaduais contabilizam 25%. Contato principal: [email protected]

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