Gamified Learning

2022 ◽  
pp. 97-131
Author(s):  
Cornelia Nih Popescu ◽  
Elodie Attie ◽  
Laëtitia CHADOUTEAU
Keyword(s):  
Learning Outcomes ◽  
Control Group ◽  
Training And Education ◽  
Learning Module ◽  
Important Concern ◽  
E Learning ◽  
Current Context ◽  
Overall Performance ◽  
Gamified Learning ◽  
Experimental Group

In the context of the current COVID-19 pandemic, e-learning represents a more and more important concern of all education providers and an inevitable direction for the current context in training and education. This chapter follows the theory of gamified learning and the theory of flow to understand to which extent game characteristics improve engagement and learning outcomes, such as performance and engagement. To do this, two groups of learners (N=20) were randomly assigned: the experimental group followed a gamified learning module, and the control group followed the same content without gamification mechanisms. The game mechanisms chosen involve a game, a challenge, virtual rewards, an avatar, a final badge, and a system of points and levels. Results show that the gamified course increased the time spent on the course and the overall performance. Hence, this chapter demonstrates the relevance of using gamification to improve learning outcomes.

scholarly journals The Effect of E-learning Based Schoology on the Learning Outcomes in Nursing Program

2019 ◽  
Vol 4 (3) ◽  
pp. 156-166
Author(s):  
Dzul Rachman ◽  
Sunarti ◽  
Arbain
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Nursing Program ◽  
Control Group ◽  
Average Value ◽  
Lecture Method ◽  
Post Test ◽  
E Learning ◽  
Inferential Analysis ◽  
Experimental Group

The fast advance of information technology has attempted English teachers with innovative and recent teaching models. This study focuses on the use of Schoology in ESP nursing class. The quantitative research was done with one group pre-test and post-test design. The samples were the second semester ESP class of Nursing program as an experimental group that consists of 122 students and 122 students as a control group. The instruments used the test to measure the students’ cognitive achievement. The inferential analysis used in this research was a t-test. Based on the results of Group Statistics, it is found that the average value of the posttest for the control group was 61.05 while the experimental group was 84. Thus, statistically, it can be concluded that there are significant differences in learning outcomes between the control group with the lecture method and the experimental group using Schoology. In other words, the use of Schoology is effective in learning also helps improve English learning outcomes of students of Nursing Program.

scholarly journals Designing and Implementing an Effective Courseware for the Enhancement of e-Learning

2016 ◽  
Vol 11 (04) ◽  
pp. 70
Author(s):  
Wesam Karajeh ◽  
Thair M. Hamtini ◽  
Meysun Hamdi
Keyword(s):  
Learning Outcomes ◽  
Test Scores ◽  
Cognitive Theory ◽  
Control Group ◽  
Pedagogical Strategies ◽  
Modality Principle ◽  
Post Test ◽  
E Learning ◽  
The Subject ◽  
Experimental Group

The objective of this study is to determine the effect of applying the cognitive theory of multimedia learning in an e-learning environment. Three versions of a course on how to master skills in Adobe Photoshop were designed and given to a sample of (60) students to test their effectiveness. This research sample was divided into three groups. The first was an experimental group that studied the subject through Course Facilitated Multimedia Principles (CFMP), like the multimedia principle, the modality principle and the contiguity principle. The second experimental group studied the subject through Course Not-Facilitated Multimedia Principles (CNFMP), which did not apply the multimedia principle. The last group is a control group that studied the subject through traditional methods. Learning outcomes were determined by achievement test. Differences between pre and post-test scores were analyzed. The results show that the students in the first experimental group had improved their academic achievement by 53.70%, while the students in the second experimental group improved by 45.80%. Finally, the students in the control group had improved their achievement only by 30.5%. The findings affirm that CFMP has more effect on student achievement than the traditional way or the CNFMP. This is an indication that the application of the multimedia principles has improved the students' ability to comprehend, and achieved higher levels in learning. We recommend that educators should continuously examine the effectiveness of their pedagogical strategies and smartly apply technologies to enhance student's learning.

Effect of a rapid e-learning module and brief interprofessional simulation event on medical and nursing student collaborative attitudes and behaviors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Joseph D. Visker ◽  
Kristen Welker ◽  
Darson Rhodes ◽  
Emily Forsyth ◽  
Pamela Melvin ◽  
...  
Keyword(s):  
Nursing Student ◽  
Control Group ◽  
Learning Module ◽  
Undergraduate Nursing ◽  
Effective Option ◽  
E Learning ◽  
Group A ◽  
First Year Medical Students ◽  
And Control ◽  
Experimental Group

AbstractObjectivesUndergraduate nursing and first-year medical students participated in a brief, scenario-based, interprofessional event. The experimental group only was provided an innovative, rapid e-learning instructional module focused on interprofessional roles/responsibilities and communication prior to the event.MethodsPre-post attitudes toward physician-nurse collaboration were surveyed, and collaborative behaviors were observed during the event.ResultsFor the experimental group, a statistically significant (p<0.05) attitude improvement was found between pre-post e-learning module scores as well as pre-e-learning module and post-simulation event scores. For the control group, a statistically significant (p=0.001) attitude improvement was found between pre-post simulation event scores. No statistically significant differences in team collaborative behaviors were observed between experimental and control.ConclusionsThe combination of module and simulation event was not a more effective option than the event alone. As both interventions present unique challenges in regards to technology and facility requirements, having multiple effective intervention options will be of benefit to educational institutions.

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

The Effectiveness of the Cooperative Problem-Based Learning Model in Learning Statics in Vocational Education

2021 ◽  
Vol 12 (3) ◽  
pp. 3020-3027
Author(s):  
Juniman Silalahi Et.al
Keyword(s):  
Vocational Education ◽  
Learning Outcomes ◽  
Research Method ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Simple Random Sample ◽  
Control Group ◽  
Conventional Models ◽  
Experimental Group ◽  
Better Than

This research aimed to determine the effectiveness of the Cooperative Problem-Based Learning (CPBL) Model in Learning Statics. The experimental class's research method was experimental, in which the experimental class was applied with the CPBL model, and the control class was applied with conventional models. A simple random sample carried out sampling for the experimental group and the control group. The instrument used was the learning outcomes test. The findings show that the experimental group's student learning outcomes are better than those of the control group. Thus, there is an increase in learning outcomes, and student effective results on the CPBL model in statics learning are in a very good category. It is concluded that the application of the CPBL model is more effective than conventional learning.

Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary Training

2021 ◽  
pp. e20200160
Author(s):  
Mirjam B.H.M. Duijvestijn ◽  
Bente M.W.K. Van der Wiel ◽  
Claudia M. Vinke ◽  
M. Montserrat Diaz Espineira ◽  
Harold G.J. Bok ◽  
...  
Keyword(s):  
Physical Examination ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Clinical Training ◽  
Skills Training ◽  
Veterinary Students ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning ◽  
Standard Module

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

scholarly journals Pengaruh Komik Lipat Sederhana Terhadap Hasil Belajar Fisika di MTs Nurul Ishlah Gegelang

2020 ◽  
Vol 3 (1) ◽  
pp. 50
Author(s):  
Linda Sekar Utami ◽  
Johri Sabaryati ◽  
Ni Wayan Sri Darmayanti ◽  
Eka Fitriani
Keyword(s):  
Learning Outcomes ◽  
Design Research ◽  
Research Data ◽  
Control Group ◽  
Ability Test ◽  
Physics Learning ◽  
Group Research ◽  
The Subject ◽  
And Control ◽  
Experimental Group

Abstract:  This study aims to find out the results of physics learning between students who follow the learning with simple folding comic Physics with students who follow conventional learning in grade IX B students at MTs Nurul Ishlah Gegelang. This type of research is included in experimental quasi design research. The population used is all grade IX students in MTs Nurul Ishlah Gegelang. In this study, two classes were taken as a sample of research divided into experimental classes and control classes. obtained samples are class IX B MTs Nurul Ishlah Gegelang as an experimental group and class IX A MTs Nurul Ishlah Gegelang as a control group. Research data in the form of physics learning results in the cognitive sphere was collected using a test of learning results, this research using the design of Pretest-Posstes. The collected data were then analyzed using t-related tests to determine significant differences in learning outcomes between the two sample classes. Based on the results of the study obtained the initial ability of students for both groups is homogeneous shown by Fhitung < Ftabel (1.07 < 2.14) and the differences between the two groups are insignificant on the subject of energy changes with units and the final ability test ruler shown by thitung > ttabel (3,134 > 2,005), so Ha was accepted.Abstrak: Penelitian ini bertujuan untuk mengetahui pngaruh hasil belajar fisika antara siswa yang mengikuti pembelajaran dengan komik lipat sederhana Fisika dengan siswa yang mengikuti pembelajaran konvensional pada siswa kelas kelas IX B di MTs Nurul Ishlah Gegelang. Jenis penelitian ini termasuk dalam penelitian quasi eksperimental design. Populasi yang dipergunakan adalah seluruh siswa kelas IX di MTs Nurul Ishlah Gegelang. Pada penelitian ini diambil dua kelas sebagai sampel penelitian yang terbagi dalam kelas eksperimen dan kelas kontrol. diperoleh sampel yaitu kelas IX B MTs Nurul Ishlah Gegelang sebagai kelompok eksperimen dan kelas IX A MTs Nurul Ishlah Gegelang sebagai kelompok kontrol. Data penelitian berupa hasil belajar fisika pada ranah kognitif dikumpulkan menggunakan tes hasil belajar, Penelitian ini menggunakan desain Pretest-Posstes. Data yang terkumpul selanjutnya dianalisis menggunakan uji-t related untuk mengetahui perbedaan hasil belajar yang signifikan antara kedua kelas sampel. Berdasarkan hasil penelitian diperoleh kemampuan awal siswa untuuk kedua kelompok adalah homogen yang ditunjukkan dengan Fhitung < Ftabel (1,07 < 2,14) serta perbedaan yang dimiliki antara kedua kelompok tidak signifikan pada pokok bahasan perubahan energi dengan satuan dan pengkuran  tes kemampuan akhir yang ditunjukkan dengan thitung  > ttabel (3,134 > 2,005), sehingga Ha diterima.

scholarly journals Information and Communication Technology in Teaching and Learning: Perspectives on E-Learning at Higher Education Level

2020 ◽  
Vol 8 (5) ◽  
pp. 4084-4086
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Control Group ◽  
Post Test ◽  
Information And Communication ◽  
E Learning ◽  
Teaching Learning ◽  
Experimental Group

Technology can be a powerful tool for transforming learning. To be a successful teacher one should be learner always and should have the mind to comprehend and design new methodologies in their transaction process. ELearning courseware is an effective model of teaching and learning framework that can enhance academic achievement of students. In this research, E-Learning courseware is developed for B.Ed curriculum and the effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. 80 students studying B.Ed. course are selected as sample by convenient sampling method. 40 of which are assigned in the experimental group and 40 in the control group. Experimental Group is subjected to E-Learning courseware and the Control group is subjected to Conventional method of teaching, Pre-test – Post Test non-equivalent groups design is used for the study. Achievement test developed and validated by the researcher is administered to measure the academic achievement of the prospective teachers as pre-test and post-test. Effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. In the analysis of data, t-test and descriptive analysis were used. Results showed that there is significant effect of ELearning courseware in enhancing the academic achievement of Prospective Teachers. This research opens new avenues in teaching learning process which can empower students.

Investigating the Effect of Positive, Intermediate and Negative Enabling and Training Factors Affecting Physical Activity in Pregnant Women

2021 ◽  
Author(s):  
Leila Kianfard ◽  
Farkhonde Amin SHokravi ◽  
Sakineh Rakhshanderou ◽  
Shamsaddin Niknami
Keyword(s):  
Physical Activity ◽  
Pregnant Women ◽  
Control Group ◽  
Control Groups ◽  
Enabling Factors ◽  
Factors Affecting ◽  
Significant Difference ◽  
E Learning ◽  
And Control ◽  
Experimental Group

Abstract BackgroundPhysical activity during pregnancy period is one of the issues with priority during pregnancy period. Researches show that women reduce their physical activity during this period and are unaware of the benefits on the health of the mother and embryology. Although researchers regarding physical activity during pregnancy have prepared many guidelines; it is not however clear why pregnant women do not perform physical activity and the effectiveness factors that facilitate the desired behavior. MethodsThe research population included all pregnant women aged 18 to 40 years with gestational age of 12-38 weeks referring to the healthcare centers in District 5 of Tehran Municipality, from 22 districts of the city who had eliminated their physical activity during pregnancy. Questionnaires of physical activity assessment questionnaire after educational intervention in pregnant women (PPAQ) and a questionnaire designed based on the results of the needs assessment and the dimensions of the PEN-3 model were used for assessment. This study is a Research Clinical Trial (RCT). Due to the nature, a quasi-experimental research design (pre-test, post-test) with the control group was used in this research. ResultsBased on the obtained results, the intervention based on E-learning has a significant effect of enabling factors to increase physical activity in pregnant women in the experimental group. In addition, the intervention based on E-learning has a significant effect on the training factors in order to increase physical activity in pregnant women in the experimental group. ConclusionBased on the research results, it can be said that there is a statistically significant difference between the experimental and control groups in the scores obtained from training factors in the pretest and the experimental group. Furthermore, it can be said that there is a statistically significant difference between the experimental and control groups in the scores obtained from the enabling factors in the pre-test and the experimental group.

scholarly journals The Impact of WhatsApp on Learners’ Achievement: A Case Study of English Language Majors at King Khalid University

2018 ◽  
Vol 6 (2) ◽  
pp. 69 ◽  
Author(s):  
Abdulkhaleq Q. A. Hassan ◽  
Sayed Salahuddin Ahmed
Keyword(s):  
Content Knowledge ◽  
Mobile Application ◽  
English Language ◽  
Traditional Classroom ◽  
Control Group ◽  
E Learning ◽  
Additional Support ◽  
The Impact ◽  
Experimental Group

To investigate the effectiveness of e-learning by using a particular mobile application, namely WhatsApp, an empirical study was conducted on sixty undergraduate English language majors at King Khalid University in Saudi Arabia. The objective of the study was to determine whether the levels of motivation, content knowledge and grades of the students (who took the course “Syntax”)-, developed after receiving additional support through WhatsApp apart from traditional classroom lectures. The results showed that the experimental group that got extra support from fellow students and the course teachers through WhatsApp outperformed the students of the control group who studied the course only through traditional method. Moreover, the gap of success rate between the experimental group and the control group is about eighty nine percent with zero failure in the experimental group. The study proved that WhatsApp can be effectively used for providing supplementary support to motivate students to study properly and to get higher grades.

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