Student acceptance of educational games in higher education

A teacher mastering a new paradigm needs professional support. In this case, it is recommended to create collective pedagogical action, in which all reflexive functions are performed by a teacher together with colleagues and educational technicians specialized in activity-based educational methods. The specific task of educational technicians is to follow semantic guidelines and normative frameworks of the above-mentioned pedagogical action. The reflexive position of educational technicians in relation to teaching means is that they should rely on activity-based learning and the corresponding principles of organizing and managing educational processes while supporting teachers. Thus, it is necessary to state that activity-based learning with its foundations, objectives, and methods has not acquired a comprehensive form for its popularization among school teachers. Currently, this paradigm is represented by a set of theoretical constructs from classical Russian psychology and a description of different educational experiments. The prerequisites for the training of educational technicians are associated with the application of the activity-based approach, which is the most developed in general education, for the training of educational technicians specialized in activity-based learning at institutions of higher education, including through the organization of quasi-professional activities. The study aims at considering various aspects of training educational technicians at institutions of higher education, including the specifics of the interim assessment. The authors of the article examine the corresponding literature on activity-based formats of professional training, as well as methods of forming educational events and outlining their content. The results obtained in the course of the study offer possible solutions to creating favorable conditions for the experimental and productive actions of future educational technicians. The novelty of the study is determined by a new approach to the training of educational technicians, which includes educational games having both diagnostic and reflexive potential.

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GAMIFICATION AS A LEARNING TOOL

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2014.n1.v2.473 ◽

2016 ◽

Vol 2 (1) ◽

pp. 565 ◽

Cited By ~ 1

Author(s):

Rui Pedro Lopes

Keyword(s):

Higher Education ◽

Learning Strategies ◽

Game Design ◽

Educational Games ◽

Work Load ◽

Collective Knowledge ◽

Student Autonomy ◽

Adaptive Challenges ◽

High Level ◽

Core Self

Abstract:Higher Education Institutions have the missions of education, at a high level, research and cooperation. Regarding education, HEI must create an appropriate environment for learning, towards high-level academic performance. Students must be motivated to use the learning strategies in and out of the classes, to be able to make the best result of the learning effort. People is motivated according to several factors, such as external in nature (earn more money, gain social status, have a higher grade, …) or internal (intrinsic), which results from the core self. The latter is associated to the satisfaction people feel when doing something appealing. This paper describes the approach to applying gamification to a higher education subject in the course of computer science. It uses several game design mechanisms, such as adaptive challenges, rewards, curiosity and chance to increase the time students spend working, experiencing and learning in a HEI. The sections in the curriculum are transformed into levels, awarding stars for increasingly complex achievements. There is also the concept of soft currency, which is used to increase the student autonomy and incentive the work load. Some games are also used as learning experiences, allowing collective knowledge building in the preparation and also playing the games.Keywords: Higher Education; Intrinsic motivation; Educational Games; Gamification

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Student Acceptance Model of Educational Games in University Class

Proceedings of the 12th International Conference on Ubiquitous Information Management and Communication - IMCOM '18 ◽

10.1145/3164541.3164635 ◽

2018 ◽

Author(s):

Eunil Park ◽

Jinyoung Han ◽

Ki Joon Kim ◽

Yongwoo Cho ◽

Angel P. del Pobil

Keyword(s):

Educational Games ◽

Acceptance Model ◽

Student Acceptance

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STUDENT PERCEPTIONS OF EDUCATIONAL GAMES IN HIGHER EDUCATION: AN EMPIRICAL STUDY

Issues In Information Systems ◽

10.48009/1_iis_2011_120-133 ◽

2011 ◽

Keyword(s):

Higher Education ◽

Empirical Study ◽

Student Perceptions ◽

Educational Games

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Digital Games

Interactivity in E-Learning - Advances in Game-Based Learning ◽

10.4018/978-1-61350-441-3.ch008 ◽

2012 ◽

pp. 166-178 ◽

Cited By ~ 1

Author(s):

Betül Özkan-Czerkawski

Keyword(s):

Higher Education ◽

Instructional Design ◽

Learning Environments ◽

Educational Games ◽

Digital Games ◽

Important Case ◽

Current Status ◽

Game Based Learning ◽

E Learning ◽

Games And Simulations

Digital games and simulations are playing an important role in younger generations’ lives. Their adoption to e-Learning environments, however, is rather slow because educators are reluctant to change the way they teach. This chapter starts with a brief discussion of game and simulation terminology, including serious games, game-based learning, and game genres. It continues with a review of the current status of educational games and simulations being used in higher education institutions. Important case studies are provided to present examples to the higher education faculty. Finally, a discussion of teaching strategies, instructional design processes, and assessment issues for effective digital game incorporation in e-Learning is included.

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Educators as Facilitators of Game-Based Learning

10.4018/978-1-7998-7271-9.ch028 ◽

2022 ◽

pp. 533-553

Author(s):

Jessica Reuter ◽

Marta Ferreira Dias ◽

Marlene Amorim ◽

Mara Madaleno ◽

Claúdia Veloso

Keyword(s):

Higher Education ◽

Educational Games ◽

Institutional Support ◽

Decision Makers ◽

Game Based Learning ◽

Educational Methods ◽

Learning Contexts ◽

Innovative Learning ◽

Education Decision ◽

Critical Literature

Innovative educational methods such as gamification are gaining ground in more formal environments and have great potential to improve learning in education. However, the implementation of this strategy in the classroom is assumed to be a complex practice for beginners and requires the development of new competencies by educators. This chapter aims to contribute to the advancement of knowledge about the main competencies needed for educators to perform as facilitators of educational games. The study was developed through critical literature review, interviews, and questionnaires. The outcome is the development of a framework of competencies of an educator willing to use game-based learning. The study highlights the importance of institutional support to boost the development of pedagogical, technological, and social skills among educators. The conclusions of the chapter are valuable for educators aiming to adopt game-based learning and to higher education decision makers committed to expanding innovative learning contexts on their institutions.

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