scholarly journals Just beat it: Exploring the influences of competition and task-related factors in gamified learning environments

2020 ◽  
Author(s):  
Luiz Rodrigues ◽  
Armando M. Toda ◽  
Wilk Oliveira ◽  
Paula T. Palomino ◽  
Seiji Isotani
Keyword(s):  
Contextual Factors ◽  
Intelligent Agent ◽  
Related Factors ◽  
Moderator Effects ◽  
Quasi Experimental ◽  
Gamified Learning ◽  
Game Elements ◽  
The Impact ◽  
Contextual Moderators ◽  
And Task

Understanding how each game element in isolation affects learners' motivation and contextual factors' moderator effects is needed to improve gamified interventions. Thus, this paper explored the impact of one of the most used game elements - Competition - on motivation and whether task-related contextual factors (e.g., familiarity with the task's subject) moderate that impact. In a within-subject quasi-experimental design, graduate students from an Artificial Intelligence course created a reflexive intelligent agent for a console-based fight simulator in a non-gamified condition. Then, they improved their agents to compete against their peers agents (gamified condition). Based on motivation levels measured in both conditions, we found that Competition was positive for students and that task-related contextual factors influenced that effect. Therefore, suggesting i) Competition alone can be positive for motivation and ii) contextual moderators should be considered in defining gamified designs.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

scholarly journals The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
Patricia Z. Herman ◽  
Mahamudu R. Hussein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Intervention Group ◽  
Cost Effective ◽  
Self Directed Learning ◽  
Related Factors ◽  
Learning Readiness ◽  
Quasi Experimental ◽  
Directed Learning ◽  
The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

scholarly journals “Where am I?” A Critical Discourse Analysis of Religious Representation in Indonesia

2021 ◽  
Vol 9 (6) ◽  
pp. 126-143
Author(s):  
Maretha Dellarosa
Keyword(s):  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
New Paradigm ◽  
Global Pandemic ◽  
Quasi Experimental ◽  
Learning Ecosystem ◽  
Gamified Learning ◽  
Game Elements ◽  
Specific Learning

Diversified learning is the path to supplement students’ needs in the contemporary generation. These students’ lives have revolved around technology since birth; as such, the role of technology cannot be ignored. Furthermore, this was prevalent during the lockdown imposed by the global pandemic which compelled the incorporation of educational technology into student’s lives. As gamification harnesses the power of game elements, identifying how gamified learning affects a student’s game player traits will be vital in identifying whether specific learning methods can invoke, change and cultivate better learning outcomes. This quasi-experimental study involving two groups of students learning computer science in Malaysia was carried out over eight weeks. Findings revealed that most prevalent player traits changes were evident in the primary construct of social player traits, followed by subconstructs of customization, relationship, socializing, and mechanics. These changes are attributed to the need to reach out, communicate, and collaborate with their peers and look into how the system works for them individually, within the context of the learning and explorative needs of students. As such, gamified learning has not only managed to offer a new paradigm into the learning ecosystem but has also shown that positive changes can be cultivated based on these conditions.

scholarly journals Effects of Gamified Learning on Students of Different Player Traits in Malaysia

2021 ◽  
Vol 9 (6) ◽  
pp. 89-111
Author(s):  
Mageswaran Sanmugam ◽  
Anurita Selvarajoo ◽  
Jeya Amantha David
Keyword(s):  
Learning Outcomes ◽  
New Paradigm ◽  
Global Pandemic ◽  
Game Player ◽  
Quasi Experimental ◽  
Learning Ecosystem ◽  
Gamified Learning ◽  
Game Elements ◽  
Specific Learning

Diversified learning is the path to supplement students’ needs in the contemporary generation. These students’ lives have revolved around technology since birth; as such, the role of technology cannot be ignored. Furthermore, this was prevalent during the lockdown imposed by the global pandemic which compelled the incorporation of educational technology into student’s lives. As gamification harnesses the power of game elements, identifying how gamified learning affects a student’s game player traits will be vital in identifying whether specific learning methods can invoke, change and cultivate better learning outcomes. This quasi-experimental study involving two groups of students learning computer science in Malaysia was carried out over eight weeks. Findings revealed that most prevalent player traits changes were evident in the primary construct of social player traits, followed by subconstructs of customization, relationship, socializing, and mechanics. These changes are attributed to the need to reach out, communicate, and collaborate with their peers and look into how the system works for them individually, within the context of the learning and explorative needs of students. As such, gamified learning has not only managed to offer a new paradigm into the learning ecosystem but has also shown that positive changes can be cultivated based on these conditions.

scholarly journals Metacognitive Pedagogical Sequence for Less-Proficient Thai EFL Listeners: A Comparative Investigation

RELC Journal ◽  
2018 ◽  
Vol 50 (1) ◽  
pp. 86-103 ◽  
Author(s):  
Sukanya Tanewong
Keyword(s):  
Problem Solving ◽  
Repeated Measures ◽  
Intervention Group ◽  
Comparative Investigation ◽  
Future Research ◽  
Structured Interviews ◽  
Related Factors ◽  
Quasi Experimental ◽  
L2 Listening ◽  
The Impact

This study investigated the impact of metacognitive pedagogical sequence on development of less-proficient Thai EFL listeners’ L2 listening metacognition and listening comprehension achievement over a semester. Sixty-four university students who were enrolled in a listening course participated in a quasi-experimental study. Both the intervention group (IG) and the comparison group (CG) received listening lessons comprised of pre-listening, during-listening, and post-listening activities. Each lesson was designed to allow both groups to practise listening to the same video and audio texts the same number of times. However, the IG engaged in key metacognitive processes such as prediction/planning during pre-listening, monitoring, evaluating, planning, and problem-solving with peer dialogue and collaboration in the during-listening, and post-listening activities followed by reflection and goal-setting. Students’ L2 listening metacognition development was assessed using the Metacognitive Awareness Listening Questionnaire (MALQ) at the beginning, during, and at the end of the intervention and after the final listening test. Data were also collected and analysed from responses to an open-ended questionnaire and semi-structured interviews. ANCOVA showed no significant differences between the two groups on the scores of the achievement post-tests. However, repeated-measures ANOVA showed significant gains by the IG in development of metacognition of three listening-related factors, Problem Solving, Planning and Evaluation, and Directed Attention, while only Planning and Evaluation was found to be significant in the CG. Possible reasons for these statistical results are explained, supported by the qualitative findings. Implications for future research and listening pedagogy using the metacognitive pedagogical sequence for less-skilled listeners are also discussed.

scholarly journals Clinical reasoning performance assessment: using situated cognition theory as a conceptual framework

Diagnosis ◽  
2020 ◽  
Vol 7 (3) ◽  
pp. 241-249 ◽  
Author(s):  
Joseph Rencic ◽  
Lambert W.T. Schuwirth ◽  
Larry D. Gruppen ◽  
Steven J. Durning
Keyword(s):  
Performance Assessment ◽  
Clinical Reasoning ◽  
Contextual Factors ◽  
Situated Cognition ◽  
Assessment Method ◽  
Complex Interactions ◽  
Valid Assessment ◽  
Linear Statistical Models ◽  
The Impact ◽  
And Task

AbstractDeveloping valid assessment approaches to clinical reasoning performance has been challenging. Situated cognition theory posits that cognition (e.g. clinical reasoning) emerges from interactions between the clinician and situational (contextual) factors and recognizes an opportunity to gain deeper insights into clinical reasoning performance and its assessment through the study of these interactions. The authors apply situated cognition theory to develop a conceptual model to better understand the assessment of clinical reasoning. The model highlights how the interactions between six contextual factors, including assessee, patient, rater, and environment, assessment method, and task, can impact the outcomes of clinical reasoning performance assessment. Exploring the impact of these interactions can provide insights into the nature of clinical reasoning and its assessment. Three significant implications of this model are: (1) credible clinical reasoning performance assessment requires broad sampling of learners by expert raters in diverse workplace-based contexts; (2) contextual factors should be more explicitly defined and explored; and (3) non-linear statistical models are at times necessary to reveal the complex interactions that can impact clinical reasoning performance assessment.

scholarly journals Implementation of Gamification from blended learning based on the flex model and efficacy of this program on students: an experiences from Iran, An Quasi-experimentaL Study

2019 ◽  
Author(s):  
tahereh abdian ◽  
saeed abdollahifar ◽  
Leili Mosalanejad
Keyword(s):  
Blended Learning ◽  
Educational Design ◽  
Advantages And Disadvantages ◽  
Quasi Experimental ◽  
The Mean ◽  
And Performance ◽  
Game Elements ◽  
The Impact ◽  
Students Satisfaction ◽  
Qualitative Analyses

Abstract Background: New gamification technology with a detailed understanding of the goals and prospects, and with the help of game elements and techniques, leads to promotion of motivation and participation, and ultimately behavior change. Methods: In this study, with the design of mental illness lessons for undergraduate and executive groups, using flex model, two parts of technical and educational design were used. In the technical section, three parts on dynamics, mechanisms and elements of gaming were considered. Intervention was studied on different groups of medical students including medical, health, and laboratory sciences and its impact on learning and performance was studied using quantitative and qualitative analyses. Results: The results of the students’ prospective about the efficacy of the method showed that the mean scores of most of the items were higher than the average. This implies that students’ attitude towards using gamification was positive. In the other part, the qualitative results of the study were analyzed and the student's analysis of their advantages and disadvantages and their perceptions on the impact of the intervention were examined. Conclusion: Based on the Flex model, mental gamification based on blended learning is effective in shaping the students' satisfaction.

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

A Study On Impact Of Work Life Related Factors On Employee Engagement In Health Care Sector Workers In Dindigul District.

2019 ◽  
Vol 118 (7) ◽  
pp. 20-26
Author(s):  
S. JAYARAMAN ◽  
R. Sindhya ◽  
P. Vijiyalakshmi
Keyword(s):  
Health Care ◽  
Path Analysis ◽  
Employee Engagement ◽  
Health Care Workers ◽  
Health Care Sector ◽  
Work Life ◽  
Primary Data ◽  
Related Factors ◽  
Care Workers ◽  
The Impact

this research aims to find out the intensity of Employee Engagement of the health care sector workers and the relationship between the Work life factors and Employee Engagement of Health care sector workers in Dindigul District. Primary data were used in this research, were collected from 298 Health care workers from Dindigul District. Questionnaire was the major tool used to gather the primary data from the selected sample respondents. For this purpose, a well structured questionnaire was constructed with the help of professionals and the practiced employees of various health care units in Dindigul District. The health care employees were chosen by simple random sampling method. The investigative measures of regression Path analysis, and simple percentage analysis were utilized to find the impact of work life related factors with the Employee Engagement. The maximum Health care workers were generally satisfied with their jobs. The analytical procedure of path analysis multiple regressions was utilized to determine the predicting strength among Work life factors and the employee engagement. This study provides an another view about the importance of Work life factors and Employee engagement for organizational effectiveness and performance .

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