Learner Motivation Through Gamification in E-Learning

2022 ◽  
pp. 810-831
Author(s):  
Anshita Chelawat ◽  
Seema Sant
Keyword(s):  
Learning Environment ◽  
Intrinsic Motivation ◽  
Formative Assessment ◽  
Student Retention ◽  
Learning Process ◽  
Theoretical Perspective ◽  
Drop Out ◽  
Assessment Tools ◽  
Learner Motivation ◽  
E Learning

It is a proven fact that learning with the element of fun and games makes the learning process interesting and also helps in student retention. Especially, in the context of e-learning environment, where learner motivation and engagement level are not easy to monitor, it is required to implement some mechanism which can improve their intrinsic motivation and make them self-motivated. Gamification in education and using game-based formative assessment tools will be of great help to not only motivate learners to opt for e-learning courses, but to complete till the end. The current study, thus, focuses on use of game-based formative assessment to improve learners' motivation in the e-learning environment so that their drop-out rates can be controlled, and their engagement level can be improved. Also, it intends to assess the past literature and identify the essential gaming mechanics which can possibly impact the learner motivation. It will also highlight the theoretical perspective used in previous studies on gamification, engagement, and motivation.

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

scholarly journals Rancangan Sistem Aplikasi E-learning: Studi Kasus SMK Negeri 1 Pangkalpinang

2016 ◽  
Vol 5 (1) ◽  
pp. 14
Author(s):  
Ulfa Sari Febriani ◽  
Hamidah Hamidah ◽  
Okkita Rizan
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Teaching Methods ◽  
General Public ◽  
Teaching And Learning ◽  
Object Oriented ◽  
Internet Access ◽  
Dynamic Learning ◽  
E Learning ◽  
General Public License

Teaching and learning process in SMK Negeri 1 Pangkalpinang are still conventional, where the students and teacher activities are only conducted in classroom. Various teaching concepts and techniques have been developed to complement the conventional methods that rely solely on a one-way method of learning andteaching in the classroom. One of teaching methods is currently being developed is e-learning. E-learning is Teachers’aid in distributing their materials where they must not attend in classroom, but use internet access. It is the best way to maximized the studying time in limited rooms.E-learning could help teaching and  learning process more efficient. To realize E-learning Application in SMK Negeri 1 Pangkalpinang, it can be carried out by Learning Management System (LMS) design using Moodle. Moodle (Modular Object Oriented Dynamic Learning Environment) is one off the free LMS that can be downloaded, be utilized and be modified with a license as GPU (General Public License). The E-learning website will be used as additional discussion media for discussing unfinished learning materials, and multiple-choice exams and submitted tasks.

scholarly journals Integration of Knowledge Management and E- Learning Technologies in Academic Institutions

2020 ◽  
Vol 7 (2) ◽  
pp. 88
Author(s):  
Sefiu Taiwo Oloruntoyin
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Real World ◽  
Learning Technologies ◽  
Learning Systems ◽  
Academic Institutions ◽  
Management Technology ◽  
Efficiency And Effectiveness ◽  
E Learning

This work investigates the integration of e-Learning systems and knowledge management technology to improve, capture, organize and deliver large amounts of knowledge. First, a model is proposed for the phases of knowledge management. The model is then enhanced with concepts and technology from e-Learning. The model is then used to illustrate real world scenarios that add increasing amounts of knowledge management to an e-Learning environment. The system, AMID promises high interactivity, efficiency and effectiveness of integration of knowledge management and e-learning. In addition, the developed system will enhance technical learning process.

scholarly journals A Systematic Review of Formative Assessment Tools in the Blended Learning Environment

2018 ◽  
Vol 7 (4.11) ◽  
pp. 33 ◽  
Author(s):  
Indah Febriani ◽  
M. M. Irsyad Abdullah
Keyword(s):  
Systematic Review ◽  
Learning Environment ◽  
Blended Learning ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Exclusion Process ◽  
Assessment Tools ◽  
Research Approach ◽  
Automatic Assessment ◽  
Method Of Assessment

An effective method of student assessment technique is necessary for assessing student knowledge. Nowadays, the utilization of formative assessment tools in blended learning is increasing because it can enhance the learning quality. The main aim of this study to identify and classify existing research through the research approach, assessment tools type, and assessment specialty on formative assessment tools in a blended learning environment. This study guiding the educators in choosing and developing new assessment tools. The methodology of this research using a systematic review. This method using the inclusion and exclusion process to make a systematic review focused and choose appropriate studies. The result shows that the highest usage of assessment tool type is automatic assessment with the percentage of 87%. Semi-Automatic assessment has 13% and manual assessment 0%. It proves that technology is an important part of education and teaching because significantly transform the method of assessment from manual to automatic assessment type. This is a great transformation from the traditional method to the modern method of assessment. We recommend to further improve methods for online formative assessment and develop computer-based testing in a blended learning environment for future work.  

Self and Peer Assessment in a Problem-Based Learning Environment

2011 ◽  
pp. 191-209 ◽  
Author(s):  
Bernarda Kosel
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Rating Scales ◽  
Da Vinci ◽  
Peer Assessment ◽  
Problem Based Learning ◽  
Leonardo Da Vinci ◽  
E Learning

The purpose of this case study is to offer some suggestions on assessingstudent-centered groups, and show how self and peer assessment cancomplement a teacher’s assessment. The case study reports on whichassessment tools have been developed to measure students’ work in twoEuropean Leonardo da Vinci projects. The project used problem-basedlearning to teach English by combining this with a technical subject. A briefreport about the experiences on using an e-learning environment(Blackboard) in which the second project was carried out is also given.Assessment is divided into the process and product strands. The assessmenttools for each strand are proposed. These include rating scales forassessing the presentation and report, as well as self and peer assessmentquestionnaires for assessing the learning process.

Tools for E-Assessment Techniques in Education

2019 ◽  
pp. 28-52
Author(s):  
Anamika Gupta ◽  
Kajal Gupta ◽  
Anurag Joshi ◽  
Devansh Sharma
Keyword(s):  
Learning Environment ◽  
Programming Languages ◽  
Peer Assessment ◽  
Learning Management Systems ◽  
Assessment Tools ◽  
Assessment Process ◽  
Discussion Forums ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Assessment Techniques

The chapter explains the basic definition and objective of e-assessment. Advantages and disadvantages of the e-assessment process are briefed. There are various techniques used for accessing online in an e-learning environment. Some of the techniques are explained with examples. To perform e-assessment using these techniques, there are tools available. Some of the tools are developed by individual organizations for their own purpose while others are public platforms which can be used by anyone. Most of the learning management systems (LMS) use e-assessment tools. This chapter focuses primarily on the e-assessment tools of various types used in education domain. Various techniques of e-assessment used by these tools are explained like MCQs, essay type questions, e-portfolios, discussion forums, blogs, wikis, etc. Tools specific to programming languages are explained in detail. Further, tools related to problems of mathematics are explained. There are various tools for peer-assessment. A detailed study of those tools is presented.

Discovering Learners' Characteristics Through Cluster Analysis for Recommendation of Courses in E-Learning Environment

2019 ◽  
Vol 15 (1) ◽  
pp. 42-66
Author(s):  
Bhupesh Rawat ◽  
Sanjay K. Dwivedi
Keyword(s):  
Cluster Analysis ◽  
Academic Performance ◽  
Learning Environment ◽  
Learning Process ◽  
Recommendation System ◽  
Learning Systems ◽  
Traditional Learning ◽  
Huge Number ◽  
E Learning ◽  
The Web

With the emergence of the web, traditional learning has changed significantly. Hence, a huge number of ‘e-learning systems' with the advantages of time and space have been created. Currently, many e-learning systems are being used by a large number of academic institutions worldwide which allow different users of the system to perform various tasks based on their goals. However, most of these systems follow a ‘one size fits all' approach where same resources are offered to learners irrespective of their unique learning requirements. Therefore, personalization is required as a part of e-learning systems which offers resources to learners based on their profile. This research aims to perform cluster analyses in order to validate clusters created through a k-means algorithm. The clusters will be used to classify a new learner into its appropriate class and recommend relevant courses. Finally, the accuracy of the recommendation is evaluated using various evaluation metrics. The proposed recommendation system helps learners to improve their academic performance and hence overall learning process as well.

scholarly journals E-Learning Model for Problem Based Learning on Heat and Thermodynamic Topics in High School

2018 ◽  
Vol 4 (2) ◽  
pp. 101-112 ◽  
Author(s):  
Fauzi Bakri ◽  
Sunaryo Sunaryo ◽  
Velinda Finka Irawan ◽  
Dewi Muliyati
Keyword(s):  
High School ◽  
Digital Media ◽  
Learning Process ◽  
Physics Education ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Learning Model ◽  
Assessment Tools ◽  
Learning Models ◽  
E Learning

The development of information and communication technology (ICT) in the 21st century makes it easier for students to be more active in the learning process. Physics learning materials are needed to support the problem-based learning process in high school. This study aims to produce e-learning models for problem-based learning on Heat and Thermodynamics topics. The result shows media can be used in learning in high school class XI. We uses the research and development method, with the Dick and Carey model. The study was conducted in a digital media laboratory, Physics Education Department of Universitas Negeri Jakarta from January to June 2018. E-Learning models have been produced for problem-based learning in the topic of Heat and Thermodynamics. This WordPress-based E-Learning model can display physics material enriched with images, graphics, animations, simulations, and videos. Students are facilitated to understand the concepts learned. The e-learning model is equipped with assessment tools that can be used online. Students are facilitated to learn independently without limited space and time. The E-learning model developed was also equipped with discussion groups in the form of chats for all registered users. The media validation obtained the results of system evaluation, content, and e-learning infrastructure with 78.9 points average. The material validation gives an 81.55 rating. Concerning media and material, e-learning media is declared feasible as a medium for self-learning. The e-learning model for problem-based learning is feasible to use to train the ability to critical thinking, creative thinking, collaborative, and communicate for students in high school.

scholarly journals Identifying the Weaknesses of Formative Assessment in the e-Learning Management System

2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Hamed Abbasi Kasani ◽  
Gholamreza Shams Mourkani ◽  
Farhad Seraji ◽  
Hojjat Abedi
Keyword(s):  
Formative Assessment ◽  
Management System ◽  
Learning Management System ◽  
Learning System ◽  
Assessment Tools ◽  
Structured Interviews ◽  
The Status ◽  
Data Content ◽  
E Learning ◽  
Learning Management

Background: Assessment is one of the most important elements of any educational system, including the e-learning. Formative assessment is also a significant type of assessment, which plays a very important role in identifying students’ strengths and weaknesses and helping to improve learning in the e-learning system. Objectives: The purpose of this study was to identify weaknesses of formative assessment in the e-learning management system of Iran (case study: Shahid Beheshti University). Methods: The present study was qualitative research. The participants of the study consisted of the students of the e-learning Center of Shahid Beheshti University of Iran, 15 of whom were selected using a purposive sampling method. Semi-structured interviews were used to collect data. Content analysis was also used to analyze the data. Results: Formative assessment in the e-learning management system of Shahid Beheshti University suffers from eleven substantial weaknesses: weakness in technology infrastructure resources, not using other formative assessment tools, weakness in giving and receiving feedback, inability to authenticate, weakness in class presentations, weakness in exercises and projects, weakness in online tests, weakness in discussions, inattention to formative assessment, restrictions on uploading assignments and activities, and observance of the ratio of teachers to students. Conclusions: The above weaknesses should be taken into consideration for the improvement of formative assessment, student learning, and the status quo.

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