No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Making learning fun: A taxonomy of intrinsic motivations for learning
... Malone investigated how to create more enjoyable and interesting game-based learning by looking at the elements that make computer games engaging. He initially presents challenge, fantasy and curiosity as three aspects that lead to engagement (Malone, 1980), and then added control (Malone and Lepper, 1987). ...
... There are three elements in control as described by Malone and Lepper (1987 They concluded that key element to increasing engagement is the social interaction. Library because there was something off with the measurement instrument. ...
... The novelty of our approach is, firstly, that the user interface is a mobile learning environment which requires greater focus both on the design of learning activities and on the way of motivational messages delivery, due to its capacity. Secondly, another novelty is the blending of two taxonomies, namely Bloom's taxonomy [21] and the taxonomy of intrinsic motivations by Malone and Lepper [22], to optimize the delivery of learning activities and motivational messages to users. Analyzing the presented literature, it needs to be noted that different theories and/or models have not been sufficiently employed in combination yet to support the process of mobile learning. ...
... Malone and Lepper's motivation theory [22] was used for the design of the mobile learning software. This taxonomy divides the motivating factors of students' interests into four main categories: motivations that come from challenge, curiosity, control, and fantasy ( Figure 5). ...
Mobile learning is a promising form of digital education to access learning content through modern handheld devices. Through mobile learning, students can learn using smartphones, connected to the Internet, without having restrictions posed by time and place. However, such environments should be enriched with sophisticated techniques so that the learners can achieve their learning goals and have an optimized learning experience. To this direction, in this paper, presents a mobile learning software which delivers interactive activities and motivational feedback to learners with the aim of advancing their higher level cognitive skills. In more detail, the mobile application employs two theories, namely Bloom’s taxonomy and the taxonomy of intrinsic motivations by Malone and Lepper. Bloom’s taxonomy is used for the design of interactive activities that belong to varying levels of complexity, i.e., remembering, understanding, applying, analyzing, evaluating, and creating. Concerning motivational feedback, the taxonomy of intrinsic motivations by Malone and Lepper is used, which identifies four major factors, namely challenge, curiosity, control, and fantasy, and renders the learning environment intrinsically motivating. As a testbed for our research, the presented mobile learning system was designed for the teaching of a primary school course; however, the incorporated taxonomies could be adapted to the tutoring of any course. The mobile application was evaluated by school students with very promising results.
... Malone (1981) identified three primary characteristics and strategies for educational game design that fostered intrinsic motivation: challenge, fantasy, and curiosity. Malone & Lepper (1987) further expanded this taxonomy, which is based on several cognitive theories of motivation by adding the element of control to support intrinsic motivation. ...
... Although the game design has evolved much since the era in which these studies were conducted, Malone and Lepper's (1987) studies are still relevant and informative for achieving strong educational computer games. Over the years, the principles listed below have served as guidelines for many researchers and some game designers. ...
Modern video games are complex, diverse, immersive and pervasive, and their influence on society and people is far-reaching. Video games and their impacts were initially demonised, but over time research started assessing the positive effects of games on competencies and abilities connected to twenty-first-century skills that include cultural literacy. In line with this trend, this thesis examines how entertaining commercial titles, serious games, educational games and simulations can support players in learning and in acquiring skills that enhance cultural literacy. An analysis of the common trends for the skills and competencies needed for success in the twenty-first century ¿studied by UNESCO, the British Council, IBM, Google, LinkedIn, and the World Economic Forum, among other,¿ revealed that living in a VUCA (volatility, uncertainty, complexity and ambiguity) world requires a new, updated model of cultural literacy. This thesis proposes such a model. A review was made of the recent literature on the impact and outcomes of video games, showing that video games can reinforce or weaken stereotypes; help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces; and to some extent also facilitate the development of intercultural skills. The heart of the thesis is an investigation into the effectiveness of video games for tackling difficult social issues such as migratory movements and the refugee crisis. Two studies were conducted one quantitative and the other qualitative that obtained heartening results for producers of empathy video games. Many participants reported feeling more empathy and less rejection towards migrants and refugees, as well as being more motivated to actively help people in need. Additionally, a broad survey revealed the AAA entertainment game genres, characters, and in-game elements and features that digital natives find attractive and those they miss and would like in the future. The findings also confirmed that games produce not only fun but also a great deal of learning. The English language, the basics of informatics, strategic thinking, geography and history, teamwork, cultural knowledge, perspective change, and creativity are all learnt and reinforced during video game play. The evidence presented in this thesis suggests there is a demand for tools facilitating intercultural education. The high point of the thesis is the design of Chuzme, an educational digital game that focuses on raising cultural self-awareness and the acknowledgement of cultural bias in order to generate positive attitudes towards migrants, refugees and expatriates. In summary, this thesis supports the idea that video games facilitate the acquisition of cultural literacy and provides evidence on the cultural, social and communication bene¿ts of gaming that hopefully encourages scholars to actively integrate video games in their teaching practice. Keywords: games studies; intercultural communication, the impact of video games, games-based learning, cultural literacy
... Furthermore, the concept of the need for achievement is abbreviated with a symbol which later became very famous, namely: n-Ach. According to Malone and Lepper (1987) to make a job successful, the most important thing is the attitude towards the job. He has conducted extensive research on motivation in relation to the need for achievement since the late 1990s. ...
... Intrinsically motivated behaviors are seen when there is no other apparent reward expect the activity itself. Malone and Lepper (1987) have defined it as "what people will do without external inducement. Examples of intrinsic motivation are hunger, a sense of duty, altruism, and a desire to feel appreciated. ...
This study is conducted to analyze the factors of personal motivation in Midnight Sun movie written by Eric Kirsten. This study applies qualitative descriptive method since the process and the result of the research are accomplished descriptively. Then, the theory proposed by McClelland is used in this study. He mentions two types of factors of personal motivation. The factors include internal and external. This study is focused only on internal factors. It is stated that five factors belong to internal factors of motivation. After having analyzed those factors in the movie, only four factors are found in the analysis. They are need, hope, responsibility, self-esteem and achievement, while, job satisfaction is not found in the movie. The four internal factors happen within the protagonist himself. These factors emerge from the characters’ personal motivation. By the internal factors, the protagonist can make his dream come true. In conclusion, the result of this study shows that to realize dream and to avoid adversity, we must have a motivation to make it happen.
... Game Fantasy: Intrinsic and extrinsic fantasy (see [45,46]) aim to afford motivation in educational games. The former is defined as one where fantasy context and instructional content is intertwined [46]. ...
... Game Fantasy: Intrinsic and extrinsic fantasy (see [45,46]) aim to afford motivation in educational games. The former is defined as one where fantasy context and instructional content is intertwined [46]. Through intrinsic fantasy, the player can choose a wide array of actions within a conflict-ridden fantasy world, and through the extrinsic fantasy, the players' real-life actions will be fed back into the game, stimulating transportation choice. ...
It is widely accepted that human activities largely contribute to global emissions and thus, greatly impact climate change. Awareness promotion and adoption of green transportation mode could make a difference in the long term. To achieve behavioural change, we investigate the use of a persuasive game utilising online transportation mode recognition to afford bonuses and penalties to users based on their daily choices of transportation mode. To facilitate an easy identification of transportation mode, classification predictive models are built based on accelerometer and gyroscope historical data. Preliminary results show that the classification true-positive rate for recognising 10 different transportation classes can reach up to 95% when using a historical set (66% without). Results also reveal that the random tree classification model is a viable choice compared to random forest in terms of sustainability. Qualitative studies of the trained classifiers and measurements of Android-device gravity also raise several issues that could be addressed in future work. This research work could be enhanced through acceleration normalisation to improve device and user ambiguity.
... Motivation is essential for engaging learners, promoting learning effectiveness (Malone and Lepper, 1987), and involving and sustaining mobile device use for ML. Motivation fosters interaction and excellent performance among students [collaborative LB (CLB)]. ...
... Moreover, students who skillfully and productively engage in ML are likely to enthusiastically recommend it to others so they can also improve their academic performance. These findings align with those of other researchers (Malone and Lepper, 1987;Li et al., 2018b) who showed that strong motivation was required to obtain outstanding academic performance. The findings are also in line with the claim of the self-regulated learning theory that learning strategy and motivation directly impact learning outcomes. ...
The recent coronavirus disease 2019 (COVID-19) pandemic pushed almost all institutions to adopt online and virtual education. The uncertainty of this situation produced various questions that perplexed educationists regarding what implications the pandemic would have on educational institutions, especially regarding how the switch to online education would impact the behavior and performance of students. The vast importance of this matter attracted the attention of researchers and served as the motivation for this research, which aims to resolve this confusion by studying the use of mobile learning (ML) among students for educational purposes during the COVID-19 period. This study also examines how this situation has affected student learning behavior (LB) and performance (SP) in the higher education setting. This research is based on collaborative learning theory, sociocultural learning theory, and ML theory. This quantitative research employed the convenient sampling technique to collect data through structured questionnaires distributed to 396 students of higher education institutions who carry a mobile device. This study used descriptive and inferential statistics to make the data more meaningful. Structural equation modeling (SEM) with AMOS software was used for hypothesis testing. The results showed that ML was a significant and positive predictor of SP and LB. Moreover, student LB partially mediated the relationship between ML and SP. The findings suggest that the academic performance of students can be enhanced by building a ML environment that aligns with the LB of students. Nevertheless, content suitable for ML must be developed, and future research should be conducted on this topic.
... Self-regulated environments, which are an important part of web-based learning, are well-suited to video games. As proposed by Malone and Lepper (1987) in their theory, the environment mentioned becomes self-regulated by incorporating learning motivation aspects such as challenge, control, fantasy, and curiosity. As a result, learning motivation factors for informal learning environments and processes are just as important for designing cognitively engaging web-based learning environments, because they provide a more creative medium for engaging learners and have a tendency to incorporate imaginative and creative innovations in web-based learning environment design. ...
The purpose of this research was to identify the influence of multiplayer online gaming on the acquisition of English as a foreign language. In this study, quantitative data analysis techniques through descriptive statistics. Means of items, modes, and standard deviations were analyzed and reported. The results of the survey reveal that online gaming has a significant positive influence on the use of English as most participants choose to communicate instead of remaining silent. Furthermore, a remarkable increase in listening, speaking, reading, and writing skills have been noted thanks to voice chat and text chat functions. Vocabulary acquisition also takes place through interpersonal communication among the players, who are also able to apply the new knowledge and transfer it to offline settings. Lastly, self-regulated learning, motivation, and confidence levels as well as the willingness to collaborate are positively influenced by the online gaming experiences of the learners.
... Unlike traditional human-computer interaction (related to productivity), video game tasks should not be oversimplified. Rather, they must be tailored to the players' abilities and expectations to maintain their high level of motivation [3][4][5][6]. Challenge in a video game is usually defined by the difficulty of performing the main task. For example, game designers can vary the number of enemies displayed in the environment, the speed of their movements or their level of artificial intelligence [7,8]. ...
The purpose of this study was to investigate the influence of visual background complexity and task difficulty on players’ performance in a typical video game task, as a function of their expertise. Challenge in a video game is usually defined by the difficulty level of the main task. The use of low-level visual features of game interfaces to modulate the challenge has only been evaluated by a few studies. Two experiments were designed in which action video game players (AVGPs) and non-players of action video games (NVGPs) were engaged in a target-shooting task. The difficulty level of task as well as the complexity of visual background were manipulated. The enhanced attentional abilities of AVGPs allowed them to perform the task better than NVGPs. Both task difficulty and background complexity impaired task performance. However, this impairment was not modulated by player expertise. Recommendations are proposed to game designers to design the challenge around the low-level visual features of game interfaces.
... For example, learners can see the structure of the solar system and freely manipulate a planet in a VR environment, both of which are impossible in the real world. Due to curiosity, learners may be intrinsically motivated to learn (Malone & Lepper, 1987;Wade & Kidd, 2019). ...
Virtual reality (VR) has a high potential to facilitate education. However, the design of many VR learning applications was criticized for lacking the guidance of explicit and appropriate learning theories. To advance the use of VR in effective instruction, this study proposed a model that extended the cognitive-affective theory of learning with media (CATLM) into a VR learning context and evaluated this model using a structural equation modeling (SEM) approach. Undergraduate students (n = 77) learned about the solar system in a VR environment over three sessions. Overall, the results supported the core principles and assumptions of CATLM in a VR context (CATLM-VR). In addition, the CATLM-VR model illustrated how immersive VR may impact learning. Specifically, immersion had an overall positive impact on user experience and
... In the course of doing so, they have targeted questions such as the psychological impact of games (Boyle et al., 2011), the features that need to be present in games to provoke the experience of flow (Csikszentmihalyi, 1997;Jones, 1998) and, more broadly, the relationship between games and motivation. In this respect, Malone and Lepper (1987) were the first authors to recognize that educational games need to integrate educational content with the player's experience. In their account, games should include the following elements to motivate players and promote learning: ...
Indie games represent, probably more than any other category, the freedom and creativity of game designers. These innovative games produced outside mainstream studios propose artistic experiences that are full of emotions and have great educational possibilities. Given the vast amount of information compiled in Wikipedia about games, many of these small productions have their own articles. However, the way they are created has not received much study, and even less has been devoted to the kinds of references that they include. This work uses a selection of indie games with educational possibilities to analyze the content of their Wikipedia articles, classifying and assessing the quality of their sources. Thus, after selecting the games and finding their corresponding articles, all their references were tracked. A classificatory system was applied to understand the bias involved in the production of this information, exploring the extent to which the educational possibilities of these games have been explored. Although many games have dedicated articles on Wikipedia, most of their references come from games news websites or sources that lack academic rigor. Particularly significant is the absence of academic books or journals, especially from areas such as education, game studies or game-based learning.
... For the purposes of this meta-analysis, we use the term "digital game-based learning" (or more simply "digital game") to refer to the use of a game developed for a digital environment (PC, console, tablet) in the educational context, where the intention is to learn rather than to have fun (Van Eck, 2015). Games are designed to stimulate curiosity and imagination (Malone & Lepper, 1987) and to present educational material in a more interesting way than traditional classroom education (Westera et al., 2008). They are a source of enjoyment (Garris et al., 2002), containing personally relevant clear goals (Keller & Suzuki, 2004) and capturing learning attention (Prensky, 2002). ...
Background
Motivation is an important factor in the learning process and supporting students' motivation in mathematics is a significant challenge for educators. Educational technologies, such as digital games, offer potential for engagement in mathematics learning activities.
Objectives
To contrast the general decrement in student motivation in mathematics, a multilevel meta‐analysis was carried out to synthesize the results of studies concerning the impact of digital games on K‐12 student motivation in mathematics.
Methods
Standardized measure of effect size (dppc2) for pre‐ post‐control group designs was used, and different sources of dependency among the effects were taken into account. Moreover, through meta‐regressions, we examined whether specific characteristics of the participants, interventions and outcomes were associated with effect size differences throughout the studies.
Results and Conclusions
A total of 20 primary studies (43 effect sizes) meeting eligibility criteria was included. Results showed a significant overall effect (dppc2 = 0.27; 95%CI = [0.14; 0.41]) and a great heterogeneity between studies. Moderator analyses showed differences in effect size associated to the duration of intervention and motivational construct in terms of expectancy and value.
Implications
Overall, the findings indicate that digital games are effective tools compared to conventional teaching practices. The results are promising and could be useful for the design of digital educational interventions aimed at promoting motivation in mathematics.
... Self-regulated environments, which are an important part of web-based learning, are well-suited to video games. As proposed by Malone and Lepper (1987) in their theory, the environment mentioned becomes self-regulated by incorporating learning motivation aspects such as challenge, control, fantasy, and curiosity. As a result, learning motivation factors for informal learning environments and processes are just as important for designing cognitively engaging web-based learning environments, because they provide a more creative medium for engaging learners and have a tendency to incorporate imaginative and creative innovations in web-based learning environment design. ...
The purpose of this research was to identify the influence of multiplayer online gaming on the acquisition of English as a foreign language. In this study, quantitative data analysis techniques through descriptive statistics. Means of items, modes, and standard deviations were analyzed and reported. The results of the survey reveal that online gaming has a significant positive influence on the use of English as most participants choose to communicate instead of remaining silent. Furthermore, a remarkable increase in listening, speaking, reading, and writing skills have been noted thanks to voice chat and text chat functions. Vocabulary acquisition also takes place through interpersonal communication among the players, who are also able to apply the new knowledge and transfer it to offline settings. Lastly, self-regulated learning, motivation, and confidence levels as well as the willingness to collaborate are positively influenced by the online gaming experiences of the learners.
... This idea is also supported that the increased use of gamification in learning has been attributed to the motivational strength of games. [7] Scholars such as Malone and Lepper [8] stated that such as challenge, fantasy, and control, are the vital attributes that make learning more motivating for students. Fortunately, these attributes exist in games, further supporting the idea that students' motivation may be increased with the use of gamification. ...
... The popularity of video games makes them an excellent tool to be used for educational purposes [33][34][35]. Game-based technologies are more effective because the "learning-bydoing" concept is applied. They are able to create personal motivation and satisfaction, in addition to providing an interactive and decision-making context [36,37]. ...
Any citizen can be involved in a situation that requires basic first aid knowledge. For this reason, it is important to be trained in this kind of activity. Serious games have been presented as a good option to integrate entertainment into the coaching process. This work presents a video game for mobile platforms which facilitate the formation and training in the PWA (Protect, Warn, Aid) first aid protocol. Users have to overcome a series of challenges to bring theoretical concepts closer to practice. To easily change the point of view of the game play, Augmented Reality technology has been used. In order to make each game looks different, neural networks have been implemented to perform the behavior of the Non-Playable Characters autonomous. Finally, in order to evaluate the quality and playability of the application, as well as the motivation and learning of content, several experiments were carried out with a sample of 50 people aged between 18 and 26. The obtained results confirm the playability and attractiveness of the video game, the increase of interest in learning first aid, as well as the greater fixation of the different concepts dealt with in the video game. The results support that this application facilitates and improves the learning of first aid protocols, making it more enjoyable, attractive, and practical.
... • Malone, T.W., & Lepper, M.R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. ...
... Designaram por motivação intrínseca aquela que é consequência da integração da ideia do jogo com o conteúdo aprendido. Esta investigação, conduzida através do uso de ecrãs de duas cores dos anos setenta, apresenta-se ainda como um dos estudos pioneiros abrangendo sons e gráficos envolvendo o aspecto educativo (Malone, 1981;Lepper & Malone, 1987). ...
Resumo: Existem produtos multimédia que podem realmente melhorar a aprendizagem musical em contexto de sala de aula? Esta é uma questão que, muitas vezes, se coloca e que se endereça a aspectos benéficos da combinação entre o aspecto motivacional e o da prática musical. O objectivo deste estudo é diagnosticar e analisar quais (e como) os jogos de consola e as aplicações multimédia podem apoiar a aprendizagem da música no ensino formal. Pretendeu-se, através desta investigação, estabelecer uma ponte entre os aspectos educacionais e os de entretenimento. Neste caso para verificar a ideia de que o jogo pode contribuir para a prática musical. Abstract: Are there any multimedia products that can actually improve music learning in the classroom? This is an issue that often arises and one that addresses the beneficial aspects of the combination of motivational and practice aspects of learning in music classes. The purpose of this study is to diagnose and analyze what (and how) console games and multimedia applications can support the learning of music in education. Basically, the aim of this research was to establish a bridge between educational aspects and fun, in this case to verify the idea that games may contribute to musical practice. Palavras-chave: música, jogo, motivação, aprendizagem, prática musical Introdução A ideia de que as tecnologias multimédia podem provocar mudanças radicais nos métodos pedagógicos e nos processos de comunicação educacional reflecte uma mudança de paradigma que acreditamos ser decisiva. A relação entre tecnologia e pedagogia mudou substancialmente e deve ser considerada à luz dos últimos desenvolvimentos em tecnologias educativas, que permitem quebrar com a tradição de um ensino directivo baseado no "manual recomendado", na dominância do professor como "fonte do saber" e na observância de um curriculum pré-determinado. Nos últimos anos, a necessidade de reestruturar o ensino ou de fazer a "reengenharia" das instituições de ensino tornou-se uma necessidade e existe finalmente a percepção de que a aplicação das tecnologias digitais começa a traduzir-se em resultados efectivos e globais (Bidarra et al., 2004). Estes resultados não se limitam a meras situações experimentais como até aqui. Existem tendências e vias de progresso evidentes: o controlo da aprendizagem passou do professor para o aluno, os materiais
... Designaram por motivação intrínseca aquela que é consequência da integração da ideia do jogo com o conteúdo aprendido. Esta investigação, conduzida através do uso de ecrãs de duas cores dos anos setenta, apresenta-se ainda como um dos estudos pioneiros abrangendo sons e gráficos envolvendo o aspeto educativo (Malone, 1981;Lepper & Malone, 1987). ...
This paper focuses on an investigation of educational character. We intend to
investigate the process of learning through multimedia applications, namely a
game implemented in the classroom, the SingStar, and an App designated Musical
Instruments, a digital artefact created by the researcher to use with students
from the Basic Education grades during Music classes.
This research seeks to ascertain whether these multimedia tools are a good
vehicle for knowledge transfer and a facilitator of the learning function in comparison
to a class commonly designated as traditional.
The study rests on the observation of students in class and the analysis of data
resulting from tests and questionnaires applied in the classroom.
In case it is proven that the results provide learning to the same extent a designated
traditional class would, it is intended that the findings arising from this
research may be released to the educational environment.
... A player in flow is intrinsically motivated and that the curiosity that was mentioned by the Makespace teachers is another factor that stimulates intrinsic motivation. Other factors in the taxonomy of intrinsic motivation to consider in the next iteration of game development are control, cooperation and recognition (Malone & Lepper, 1987). ...
Programming education has been classified as problematic learning in higher education, and in the current process of reaching a younger audience there are several challenges. Three of them that are highlighted in this paper are learner motivation, visualisation, and the need for engaging self-learning. To address these challenges this study builds upon a combination of the old idea of game-based learning, and the new trend with escape rooms for educational purposes. The overall aim of the study is to design, develop, and evaluate a game where players can learn about fundamental programming techniques such as variables, data collections, selection and iteration. In the first step a web-based game prototype has been created and tested on teachers in K-12 education, and on teachers in the Makerspace movement. The main research question to answer was: "What are the teacher perceptions about important design factors for an escape room game on computer programming?". This study was conducted with a design science approach involving the recommended steps of 1) Explicating the problem, 2) Defining the requirements, 3) Design and development of an artefact, 4) Demonstrating the artefact, and 5) Evaluation of the artefact. The requirement specification was built around the syllabus framework recommended from the Swedish National Agency for Education. Evaluation data were divided into categories in an inductive thematic analysis, and later compared with design factor found in other studies on educational games for programming education. Preliminary findings show a mixture of attitudes among the teachers in the test group, there are also several suggestions for further development. The two important next steps are to 1) Test the prototype on students, with help from the teachers in the test group, and 2) To refine the prototype and develop the game further to meet the standard of games that K-12 students and Makerspace kids play. To obtain a high-quality outcome of the second next step, there is probably a need for a shift to a more professional development environment.
... This category has three sub-level categories: natural consequences, positive consequences, and equity. [21,23] Malone & Lepper's Taxonomy of Intrinsic Motivation Model [24] is another widely used model for the assessment of learners' motivation which can be used as guidelines for the design of intrinsically motivating learning environments (e.g. WBEL) [18]. ...
Due to the rapid growth of the use of computers and Internet in education a large number of Web Based E-Learning (WBEL) systems have been developed and implemented. However, most these systems do not consider the learner's motivation level during the learning process, while motivation is one of the most important factors for student achievement in learning. In this paper we argue that motivation assessment is very important for WBEL systems, therefore more research is needed in this area. A critical review of previous research on motivation assessment in e-Learning systems is also presented, and finally suggestions of how to assess the learner's motivation during a learning activity in a WBEL system. Benefits from our approach would maintain a learner's motivation during the learning process resulting in a higher performance level within the WBEL system.
... Studies have investigated the effect of locus of control on smartphone and app use (Li et al., 2015) and it could be argued that apps, by providing control over life and learning situation, have the potential to strengthen a person's sense of control, or their internal locus of control. This would be in line with Malone and Lepper's (1987) observation that the "mere illusion of control" significantly improves motivation and academic performance (p. 238). ...
The suitability of mobile apps for language learning finds increasing recognition in the field of language education. Recent research investigates the new learning experiences apps provide, taking the perspective of the language learner. This chapter seeks to contribute to this new line of autoethnographic research. As researcher-participant, I explored over the period of one year a wide range of different language apps and features from my mobile phone to learn Spanish. My aim was to experience language learning with apps from a learner’s perspective and to increase my awareness of learning opportunities in an informal learning context. With the use of a journaling app, I documented my observations and reflections on my learning experiences. I adopted Schumann’s (Learning as foraging. In: Dörnyei Z, Schmidt R (eds) Motivation and second language acquisition, pp 21–28, 2001) five-dimensional stimulus appraisal model as an explanatory framework to discuss my progression through four apps. The study shows that rather than searching for the perfect app, learners need to select and adapt apps to address specific learning needs that change over time.
... C 1992]. Adicionalmente el docente se enfrenta al reto de conseguir que la motivación del alumno se mantenga a lo largo del tiempo [Malone & Lepper 1987]. Bajo estas premisas el docente se enfrenta al reto de aplicar modelos que unen los conceptos trabajados en el aula a mecánicas de trabajo en grupo, trabajo en casa junto al desarrollo de habilidades blandas. ...
RESUMEN Como todos sabemos, la competencia y la cooperación deben trabajar juntas para desa-rrollar conocimientos y habilidades profesionales desde las universidades (Morshheu-ser et al.,2019). Por tanto, el modelo de simulación GMC se ha utilizado como herramienta en el proceso de enseñanza técnico profesional de la Universidad Politéc-nica de Madrid. Esta herramienta permite la generación de equipos de trabajo partici-pando en un entorno competitivo, e incluye elementos de red y crowdsourcing para incentivar la generación e identificación de líderes de equipo (Koivisto et al., 2019). Lo que potencia la adquisición de competencias blandasEl proceso de Bolonia aborda ampliamente entre otros aspectos, el desafío de pasar de los conocimientos teóricos a la práctica con metodologías activas que potencien las soft skill en los estudiantes. Desde esta perspectiva la investigación tiene como objetivo estudiar cuales son los as-pectos (competencias) que se ven potenciados con la gamificación en el entorno de las carreras técnicas. En respuesta a los objetivos de la investigación, se ha realizado una encuesta a 214 estudiantes participantes provenientes de grado y máster de la UPM, vinculando su desempeño al éxito en las asignaturas (M. Pérez et al., 2018). Estu-diando el comportamiento de los estudiantes que lideran sus respectivos equipos, se analizaron factores de motivación, conocimientos de carrera profesional, así como también los elementos de gamificación existentes en la simulación (clasificaciones, ron-das o condecoraciones). Toda esta información ha sido dimensionada y modelada con el algoritmo de Machine Learning CRT. Lo que permitió determinar que el liderazgo está influido por la motivación, el esfuerzo y la dedicación que pretenden dedicar a la competición, con la expectativa de que la formación técnica les aporta competencias diferenciales.
... In the context of gamification for cyber security awareness and education, if players feel forced by external factors, they have to play the game, affecting the players' intrinsic motivation. The work of cognitively oriented learning theorists argues the importance of intrinsic motivation [Malone and Lepper, 2005]. The serious game intrinsic motivation that the players value the knowledge they obtain playing the game, as can be seen, must help the players' extrinsic motivation. ...
In the last few years, serious games have become popular, with a consensus of the benefits for teaching cyber security awareness and education. However, there is still a lack of pedagogical driven methodologies and tools to support serious games design to ensure they achieve the learning objectives. This paper proposes MOTENS, a pedagogical model, to design serious cyber games based on the gaps we identified in the current games design models and the lessons learnt from creating a serious tabletop game called Riskio, designed to teach cyber security awareness and education. The MOTENS model has six high-level components. Five components are linked to the games/design mechanics, and one component, `Theory', that supports the design's cognitive principles, including players' motivation. The model is used to design serious cyber games and goes through five stages, from identifying and segmenting target players, steps to creating game mechanics linked to pedagogy instruction and then to testing to create a serious game that is designed to achieve the games learning objectives.
... Eğitsel oyun (EO) yöntemi, eğitimsel amaçların gerçekleştirilmesi amacıyla gerçek bir eğlence ortamında öğrencilerin etkileşimlerini artırarak daha etkin öğrenmeler sağlayan eğitsel oyunların öğrenme ortamlarında kullanılmasını içeren aktif öğrenme yöntemlerinden biridir (MacKenzie, 2014;Michael & Chen, 2006). Öğrenme ortamı eğlenceli olduğunda daha etkin öğrenmeler gerçekleştiği görülmektedir ve oyunlar hayal dünyası, merak, macera, rol yapma, strateji, spor ve meydan okuma gibi unsurları bir araya getirerek eğlence düzeyini artırmaktadır (Gros, 2007;Malone, Lepper, Snow & Farr, 1987;Stewart, 2013). Görselleştirme, keşfetme ve problem çözme gibi merkezi bileşenlere sahip eğitsel oyunlar özellikle fen bilimlerinde, deney ve yaratıcılık yoluyla öğrenmeyi artırmaktadır (Habraken, 2004;Rieber, Luke & Smith, 1998;Squire & Jenkins, 2003). ...
... When inquiry encountered more complex knowledge, learners' questions were driven by cognitive dissonance or disequilibrium. Curiosity was stimulated by discrepancies between expectations and observations (Berlyne, 1954(Berlyne, , 1960 or when evidence cued that current understanding might be incomplete or inconsistent (Malone, 1981;Malone & Lepper, 1987). Dissonance sparked learners to investigate and resolve discrepancies. ...
Background
Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner‐tutor interactions in a simulation‐assisted learning environment to investigate how tutor guidance enabled knowledge construction and fostered epistemic practice.
Objectives
This research aimed to illuminate challenges learners encounter in the inquiry process and forms of guidance that support learning in both conceptual and epistemic aspects.
Methods
This study uses a mixed methods approach. We analysed video recordings in which nine participants asked 72 questions and the microsequences of interactions immediately surrounding and including each question. We coded properties of each question and whether the tutors' utterances were intended to increase (upregulate) or decrease (downregulate) the complexity of the inquiry processes, and used a two‐step cluster analysis to explore groupings emerged from tutors' regulation guidance and learners' questions.
Results and Conclusions
The regulatory intent of tutors' utterances depended on various characteristics of student questions. The microsequences clustered in five categories: 1) upregulated investigation and inference, 2) upregulated evidence‐based justification, 3) downregulated cognitive load, 4) downregulated procedural uncertainties, and 5) downregulated perceptual dissonance. Our findings suggest tutors offering guiding prompts should consider dual processes in the inquiry and, by strategically prompting them, strike a balance between the goals of guiding learners to discover scientific knowledge and grounding their conceptual understanding in concepts, data, and procedures.
Implications
We emphasize conceptual and epistemic learning should be concurrently guided in scientific inquiry. We propose a bidirectional guidance model as a pedagogical approach to guide instructional practice.
... • Collaboration is motivating for students (Malone & Lepper, 1987), and it models a scientist's way of working and allows students to develop their communication skills (Bestelmeyer et al., 2015), and to practice dividing responsibilities and roles (Blumenfeld et al., 1991). • However, collaboration should be seen as a means to reach the primary goals of PBL; practising science, understanding central concepts, and learning how scientific knowledge is created and used (Hasni et al., 2016). ...
The aim of this multiple-case study was to research the key characteristics of project-based learning (PBL) and how teachers implement them within the context of science education. K-12 science teachers and their students’ videos, learning diaries and online questionnaire answers about their biology related PBL units, within the theme nature and environment, were analysed using deductive and inductive content analysis ( n = 12 schools). The studied teachers are actively engaged in PBL as the schools had participated voluntarily in the international StarT programme of LUMA Centre Finland. The results indicate that PBL may specifically promote the use of collaboration, artefacts, technological tools, problem-centredness, and certain scientific practices, such as carrying out research, presenting results, and reflection within science education. However, it appeared that driving questions, learning goals set by students, students’ questions, the integrity of the project activities, and using the projects as a means to learn central content, may be more challenging to implement. Furthermore, although scientific practices had a strong role in the projects, it could not be defined how strongly student-led the inquiries were. The study also indicated that students and teachers may pay attention to different aspects of learning that happen through PBL. The results contribute towards a deeper understanding of the possibilities and challenges related to implementation of PBL and using scientific practices in classrooms. Furthermore, the results and the constructed framework of key characteristics can be useful in promoting research-based implementation and design of PBL science education, and in teacher training related to it.
... The study by Robson outlines the definition of gamification and proposes an initial framework based on key psychological theories, including the theory of self-determination and intrinsic and extrinsic motivation (Robson, Plangger, Kietzmann, McCarthy & Pitt, 2016). It is argued that this method is not new since games and elements from them have been used in teaching and learning for years, especially to develop imagination (Piaget, 1962;Malone, 1980;Malone & Lepper, 1987). ...
Nowadays, we talk about the use of gamification in education, an active methodology that consists of the use of mechanics, design or game structures in class. When this type of methodology is used, the effort is rewarded, and it is used as a motivating tool in class. However, there is no valid or well-structured instrument to measure gamification properly in education. Aim of this study is to develop and validate an instrument to measure the experience of gamification in educational contexts (EGAMEDU) as a valuable tool of diagnosis for the teaching staff to guide their teaching practices to include this methodology. A sample of 401 participants is used for the validation of the questionnaire related to education and gamified experiences. The results demonstrate good validity indices and a factorial structure according to the one proposed in the theory.
... Gamified elements can foster extrinsic motivation in children to encourage use of the app and learning beyond the app through feedback (Brown, 1994). The extrinsic motivation can develop into intrinsic motivation (Malone & Lepper, 1987) when the child experiences both feelings of competence and autonomy (Mekler et al., 2017) as well as develops interest in specific areas. An example is The Cat in the Hat Builds that app. ...
... Bien que plusieurs des outils auteurs analysés ci-dessus soient parfois utilisés pour l'enseignement, nous estimons qu'il y a un manque en fonctionnalités de scénarisation pédagogique. En effet, les jeux éducatifs doivent avoir des objectifs pédagogiques explicites et détaillés en adéquation avec les besoins des formateurs pour qu'ils soient acceptés et utilisés (Malone et Lepper 1987). Pourtant, aucun éditeur analysé n'intègre la modélisation des objectifs pédagogiques ni des intentions didactiques lors de la création du scénario, et ne propose donc d'aide à la scénarisation pédagogique. ...
... Cooperation, rather than competition, fosters a supportive social context. An emphasis on cooperation, through group work and encouraging students to help one another, (a) enhances personal rele-vance of content, (b) intensifies its interest, and (c) increases students' commitment (Malone & Lepper, 1987). Conversely, social comparison and competition tend to decrease (a) positive affect, (b) instances of risk taking after failure, (c) self-evaluation of ability, and (d) persistence (Ames, 1984a(Ames, , 1984bGarner, 1990;Schunk & Pajares, 2001). ...
Observations of the first days of school in eight sixth-grade classrooms identified three different classroom environments. In supportive environments teachers expressed enthusiasm for learning, were respectful, used humor, and voiced expectations that all students would learn. In ambiguous environments teachers were inconsistent in their support and focus on learning and exercised contradictory forms of management. In nonsupportive environments teachers emphasized extrinsic reasons for learning, forewarned that learning would be difficult and that students might cheat or misbehave, and exercised authoritarian control. Teachers’ patterns of motivational and organizational discourse during math classes near the end of the year were consistent with the messages they expressed at the beginning of the year. When student reports of avoidance behaviors in math from fall and spring were compared with the qualitative analyses of these environments, students in supportive classrooms reported engaging in significantly less avoidance behavior than students in ambiguous or nonsupportive environments.
... They are now faced with a "Plot Twist" on both gameplay and narration level. Once again, they come across an uncertain outcome, a new challenge forged by hidden information and randomness (Malone & Lepper, 1988). Challenges, resulting in players' response and the system's feedback, are at the center of the learning experience (Plass et al., 2015). ...
In the framework of the proposed approach “Serious Film Games” (S.FI.GA.), play and cinematography are combined to aim the study of randomness, risk and uncertainty, in an online teaching environment for the process of scriptwriting. Students and graduates of the Pedagogical and Didactical Sufficiency Program (PDSP) of the Department of Audio & Visual Arts participate in a playful activity, which requires them to select cards and use their content to create the backbone of a story. The card selection process, which is largely influenced by the element of chance, aims to push the students into quick and inventive shortcuts between the narrative elements, as well as towards a constant critical reflection against their stereotypes and preconceptions. This paper presents the game’s second case study, which builds on previous feedback to further elaborate on the issue of uncertainty and its role in creating challenging game-based learning environments. The results suggest that chance, risk, and uncertainty are positive contributors to an exciting and creative learning experience, whereas the constraint of time causes anxiety that is perceived by most as a positive motivator.
... During gameplay, players can undertake actions and decisions to achieve victorious conditions, that must be challenging (Malone & Lepper, 1987;Hannafin & Peck, 1988). A set of rules limits the actions that players can take. ...
This study presents the industrial symbiosis (IS) business game developed in the “circular sustainable business development” (CSBD) class at the University of Twente. The game was designed by the instructors to allow students to experience the strategic business dynamics of IS. Spreading knowledge regarding IS dynamics is fundamental for fostering circular business development and equipping students, “the managers of tomorrow,” with the skills of circular economic thinking. In this paper, the rules of the IS business game are presented along with the game settings. Further, the results of the gameplay are presented and discussed from a dual perspective, that is, through the theoretical lenses provided by the IS literature and the intended learning outcomes. Overall, we aim to spread this experience and the related results to promote teaching activities focused on IS.
It is challenging to create an immersive and engaging remote education setting properly, especially for children who are less motivated and quickly distracted by virtual learning activities that fall short of leveraging the immersive design potential. To maximize the educational potential of AR game-based learning, designers need to align fantastical environments, learning content, and AR requirements. This task requires a thorough understanding of the impact of design choices on users’ experiences. To gain insights into the motivational mechanics of fantasy elements in AR, we investigated the effect of two AR learning contexts—a fantasy setting and a daily setting—on children’s experience and motivation. Our goal is to scrutinize the relationship between fantasy states, intrinsic motivation, and players’ experience of autonomy and presence. Our results suggest that the relationship between imagination and enjoyment—stimulated by our two conditions—is fully mediated by experiences of autonomy and presence. Our research provides insights into the relationships between experience constructs and informs the design of fantasy learning experiences. We provide guidelines to support game designers and researchers to integrate the fantasy experience in AR learning games for children.
When children engage in virtual learning, they frequently experience a lack of motivation and concentration. Virtual and augmented reality Game-based learning (GBL) is a promising option for increasing learning motivation and can provide a more immersive context. While AR fantasy makes learning more engaging, avatar self-similarity provides players with approachable and straightforward circumstances to begin. However, little is known about how to combine learning with captivating fantasy and engaging self-similarity. Therefore, it is essential to understand how to adjust the similarity and fantasy levels in a game’s design to more effectively integrate learning information and increase player motivation. To examine the motivation for fantasy play in gameplay, a key concept titled player identification is introduced. This paper presents an experiment conducted using our designed AR Game, MathMythos, with four conditions. We explore the relationship between fantasy, similarity, motivation, and identification in AR GBL. By exploring the correlation between player identification and enjoyment in fantasy/real-world and similar/dissimilar contexts, this study shows children would enjoy the game more in a fantasy context if they experienced stronger avatar identification in the gameplay. For game designers, this study emphasizes the fantasy and similarity aspects of avatar design and inspires designers to weigh these factors appropriately for their GBL context and design purpose.
The application of mathematical skills is essential to our daily routine and is foundational
for numerous disciplines. Among various computer-supported learning
methods, Digital Game-Based Learning (DGBL) has been perceived as a promising
method in teaching mathematics, promoting students’ interest, and motivation.
Therefore, the aim of this systematic literature review is to provide a detailed synthesis
of literature regarding the effectiveness of DGBL applications in K-12 mathematics
education and extend the findings of previous reviews. This study reviewed
a total of 43 articles published in the Social Sciences Citation Index (SSCI) of Web
of Science, and other top-ranked educational technology journals between 2008 and
2019. The findings were then evaluated according to the multi-dimensional framework
and classified into three main categories: knowledge acquisition, perceptual
and cognitive skills, and affective, motivational, and behavioral change. This
revealed that most of the reviewed studies have reported positive gains in all categories,
with the traditional method of teaching being the most popular comparison
approach. Numerous scholars also demonstrated a particular interest in the subject
of arithmetic operations. The study also found that a considerable number of DGBL
applications were constructed based on a specific design feature or learning theory.
Furthermore, this study highlighted a number of research gaps in this domain
according to which more research is required to understand how different dynamics
(e.g., collaborative/cooperative, competitive) influence students’ learning. Additionally,
more studies are required to address the lack of research on twenty-first-century
skills such as creativity and critical thinking. The findings of this review could
benefit researchers and educators who are interested in using educational computer
games to teach mathematics.
This research aimed to examine the effect of gamified physical activity onautism symptoms and basic motor skills of children with autism spectrum disorder.After obtaining the ethics committee permission, the ASD levels of the participants whose Informed Parent-Guardian Consent form was signed were evaluated with GOBDÖ-2-TV, and 30 participants who met the inclusion criteria were randomly assigned to the application and control groups in equal numbers. The research wasdesigned as a pretest-posttest quasi-experimental research with a control group basedon the time series model. The post-test was designed as a quasi-experimental research.A gamified physical activity program (OFA) was applied to 15 boys with a mean ageof 11,2±2,17 years, who were diagnosed with ASD in the practice group, for 14 days,with rest on the 8th day, and 5 hours a day. Autistic disorder levels, social interactionlevels, repetitive behaviour levels and basic motor skills of students with ASD wereevaluated in the measurements made before and after the OFA program. On the 15thand 45th days after the OFA program, the same measurements were repeated, and thestatus of the participants was followed. The data obtained from repeated measurementswere statistically analyzed using the one-way ANOVA test according to the p= 0,05significance level in the IBM SPSS statistical program. According to the findings, it was determined that gamified physical activity had a positive effect on the autistic disorder level, repetitive behaviors and basic motor skills of the children in the application group, but in the follow-up measurements, it was concluded that this effect regressed to the levels measured after the application. According to the data obtained from the follow-up measurements performed after the OFA program applied and, on the 15th, and 45th days, it was concluded that there was no significant difference in the social interaction levels of the students with ASD. It was concluded that the OFA program applied for 14 days had positive effects on the autistic disorder levels, repetitive behaviors and basic motor skills of children with ASD. -------------------------------------
Bu araştırma, oyunlaştırılmış fiziksel aktivitenin otizm spektrum bozukluğu olan çocukların otizm semptomları ve temel motor becerileri üzerindeki etkisini incelemeyi amaçlamıştır. Etik kurul izni alındıktan sonra Bilgilendirilmiş Veli-Vasi Onam formu imzalanan katılımcıların OSB düzeyleri GOBDÖ-2-TV ile değerlendirilmiş çalışmaya dahil edilme kriterlerini karşılayan 30 katılımcı eşit sayıda olacak şekilde uygulama ve kontrol gruplarına rastgele atanmış ve araştırma zaman dizisi modeline dayalı kontrol gruplu ön test-son test yarı deneysel araştırma olarak desenlenmiştir. Uygulama grubunda yer alan OSB tanısı almış ve yaş ortalamaları 11,2±2,17 olan 15 erkek çocuğa, 14 gün boyunca 8. günde dinlenme olmak üzere günde 5 saat oyunlaştırılmış fiziksel aktivite programı (OFA) uygulanmıştır. Uygulama öncesi ve sonrası yapılan ölçümlerde OSB olan öğrencilerin otistik bozukluk düzeyleri, sosyal etkileşim düzeyleri, tekrarlayıcı davranış düzeyleri ve temel motor becerileri değerlendirilmiştir. Uygulama sonrasında 15. ve 45. günlerde ise aynı ölçümler tekrarlanarak katılımcıların durumu takip edilmiştir. Yapılan tekrarlı ölçümlerden elde edilen veriler IBM SPSS istatistik programında p= 0,05 anlamlılık düzeyine göre tek yönlü ANOVA testi kullanılarak istatistiksel analiz yapılmıştır. Elde edilen bulgulara göre oyunlaştırılmış fiziksel aktivitenin uygulama grubunda yer alan çocukların otistik bozukluk düzeyi, tekrarlayıcı davranışları ve temel motor becerilerine olumlu yönde etkisi olduğu saptanmış, ancak gerçekleştirilen takip ölçümlerinde bu etkinin uygulama sonrasında ölçülen seviyelere kadar gerilediği sonucuna ulaşılmıştır. Uygulanan OFA programının sonrasında ve 15. ve 45. günlerde gerçekleştirilen takip ölçümlerinden elde edilen verilere göre OSB olan öğrencilerin sosyal etkileşim düzeylerinde anlamlı bir farklılık yaratmadığı sonucuna ulaşılmıştır. 14 gün boyunca uygulanan OFA programının OSB’li çocukların otistik bozukluk düzeyleri, tekrarlayıcı davranışları ve temel motor becerileri üzerine olumlu etkileri olduğu sonucuna ulaşılmıştır.
Using game elements in class to support the participation of students in learning or designing games that can help educators teach certain subjects more efficiently has been a popular topic in recent years. The former is a matter of gamification, which refers to the application of game elements to other activities so that the activity becomes more engaging or interesting. On the other hand, the latter is about designing a serious game, which can be defined as a game with an explicit and carefully thought out educational purpose. In this study, focused on merging the use of gamification and serious games for a specific engineering course, the authors discuss how the curriculum for this course should be designed so that both sides of the spectrum are facilitated. An application of this union is given with a survey showing the reaction of students to the gamified curricula integrated with a serious game.
El desarrollo de nuevos y sobrevenidos espacios de enseñanza virtuales como consecuencia de la COVID-19 ha revelado urgencias formativas en entornos educativos cambiantes. Así, los docentes se han visto necesitados, en el paso de lo presencial a lo virtual, de recursos y conocimientos tecnológicos apropiados para poder alcanzar los objetivos de aprendizaje previstos, poniendo de manifiesto que el mero hecho de introducir herramientas tecnológicas en el acto educativo no garantiza la consecución de los mismos ni favorece la satisfacción del alumnado si no se acompañan de metodologías adecuadas. De este modo, atendiendo tanto a las necesidades tecnológicas surgidas en el contexto educativo actual como a cuestiones fundamentales en el proceso de enseñanza-aprendizaje relacionadas con la satisfacción del alumnado, el presente estudio tiene por objeto presentar una experiencia educativa novedosa en el ámbito de la enseñanza de la lengua inglesa. Específicamente, el estudio pretende mostrar cómo la creación de contenidos para el videojuego Subtitle Legends (Calvo-Ferrer et al., 2020), a través de su editor de contenidos, contribuye a la mejora de competencias lingüísticas en los estudios de traducción e interpretación. De igual manera, analiza la opinión del alumnado con respecto, entre otras cuestiones, a su utilidad para el desarrollo de destrezas orales y de destrezas escritas en lengua inglesa, lo que pretende dar cuenta de la idoneidad de esta iniciativa didáctica en el contexto educativo actual.
Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some do playing video games. Many teachers have thought “How can I compete with that?” as they confiscate a hand-held gaming device from a student. However, more and more teachers are incorporating video games into their curriculum, instead of banning them. This chapter argues that it is not just video games that can transform teaching, video game techniques can as well. By using video game design principles such as game stories and quests, teachers can restructure their teaching so students do not just learn the curriculum, they experience it. This chapter explores the research on using game-based teaching and learning with the Next Generation including how game-based teaching can be used to achieve 21st century goals as outlined by business leaders within 21st century educational constraints.
Understanding how to engage learners in a digital space is a growing issue facing many online instructors. Our interest in digital spaces as sites of engagement results from a pedagogical concern with how Zoom, a commonly used videoconferencing software program, fosters learners’ engagement with their new digital tool, with the subject matter of the course, and with their instructor and peers. We assert that Zoom is not just a tool or place of learning but a social space regulating users’ interaction that is imbued with their previous experiences, perceptions, and expectations. We examine how online engagement is co-constructed in university classrooms using Lefebvre’s (The production of space. Blackwell, 1991) triad of “space” conceptual framework. Using examples from our teaching during the COVID-19 switch to the Zoom learning platform, we explain how different forms of engagement were realized in our English language and Linguistics courses. Our perspectives on using Zoom, with its affordances and challenges, may provide other educators with a practical insight into the various ways in which digital engagement can be facilitated.
p>Esta investigación estudia a través de una metodología mixta, cualitativa y cuantitativa, las percepciones que los estudiantes universitarios del Máster de Formación del Profesorado de ESO y Bachillerato, FP y Enseñanza de idiomas en la Universidad Nebrija tienen al utilizar Kahoot en el aula virtual. Se trata, también, de evaluar qué variables identificadas previamente en las entrevistas son las que experimentan la mayoría de los estudiantes que juega con Kahoot y confirmar, posteriormente, si el análisis cuantitativo de la encuesta realizada confirma los resultados obtenidos en el análisis cualitativo de las entrevistas a los estudiantes. Se concluye que la percepción de los estudiantes en relación con el uso de Kahoot en el aula virtual es positiva. Kahoot tiene un impacto positivo en la motivación, el compromiso y la dinamización del aula. Finalmente, el análisis cuantitativo confirma en buena medida el análisis cualitativo.</p
Nepal is a multilingual country consisting of 123 languages as reported by the census 2011 (CBS, 2012). Linguistically, all languages are equal. However, there are ideological differences among scholars and stakeholders of language. Critical theorists see language as a tool of dominating the minorities whereas utilitarians see language as a path from local to global world. From ethnic perspective, language is an identity and for politicians and activists, it is a means to activate people and a matter of ideology. For pedagogues, language of instruction has always been a dilemma and a sensitive issue. In this context, this review paper analyses the existing language policy of using mother tongue based multilingual education in Nepal, is just the continuation of assimilationist ideology in disguise and proposes language co-existence approach with a choice in language of instruction in policy and practice as a solution to maintain linguistic identity of ethnic groups. Furthermore, translanguaging can be used as a pedagogical solution in multilingual classrooms.
Zusammenfassung
Digitalisierung und nachhaltige Entwicklung sind zentrale gesellschaftliche Herausforderungen der heutigen Zeit. Dieser Beitrag zeigt, wie diese Querschnittsthemen in Form von digitaler Hochschulbildung, insbesondere E-Learning, die Vermittlung und Etablierung von Bildung für nachhaltige Entwicklung (BNE) in der Bildungslandschaft fördern können. Das Ziel von BNE ist es, Lernende zu befähigen, die Auswirkungen des eigenen Handelns auf die Welt zu verstehen und verantwortungsvolle, zukunftsgerichtete Entscheidungen treffen zu können. In diesem Beitrag wird diskutiert, wie die verschiedenen Prinzipien von erfolgreichem E-Learning sowie Elementen der Gamifizierung zur Vermittlung von BNE beitragen und welche Formate zur Überprüfung des Lernerfolgs genutzt werden können.
The educational use of gamification in class has been widely explored by research. Theorizations establish a direct relationship between gamification and higher levels of motivation and engagement of students regardless of their educational levels. When teaching English as a second language, gamification becomes a key factor to provide dynamism to lessons and to foster the consolidation of the content taught in class. Moreover, gamification not only promotes the assimilation of vocabulary and grammar, but also the improvement of oral and written comprehension and production. The extensive use of new technologies in class has proved to be very useful for the implementation of the methodology on gamification. One of the tools that has attracted the attention of educators recently is Classcraft, an online virtual game based on digital storytelling. This chapter aims at explaining and assessing the use of Classcraft as a successful technology-based collaborative learning tool in a course on English as a second language at the university level.
This study was conducted with the aim of comparing motivation and academic achievement between talented students and those accepted through the exam in technical and engineering students of Tabriz University. In this practical and descriptive study, 58 engineering students were selected, using Morgan table and random sampling. To collect the data, the Walland Standard Motivational Learning (AMS) Questionnaire and Academic Achievement Questionnaire based on the previous semester grade point average were used, which was analyzed using SPSS 21 software and was calculated by Cronbach’s alpha for the 0.84 questionnaire. Independent t-test and one-sample t-test were used to analyze the data. The results showed that there is a significant difference in the variable of motivation and academic progress among those two mentioned groups of students, as well the rate of these variables was above average. There is another difference between the variables mentioned in the talented male students and those have been accepted by the exam. But there was no difference observed between the girls of these two groups. In general, comparing student performance is a good criterion for assessing the effectiveness of programs and the achievement of university goals, according to which, programs can be strengthened or modified.
Penelitian pengembangan media pembelajaran game edukasi labirin matematika ini bertujuan untuk meningkatkan kemampuan pemecahan masalah materi operasi hitung penjumlahan dan pengurangan bilangan bulat negatif siswa kelas 6 sekolah dasar. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan menggunakan model pengembangan ADDIE yang terdiri dari lima tahapan yaitu 1) Anlysis, 2) Design, 3) Develop, 4) Implement, dan 5) Evaluate. Kevalidan produk dilakukan oleh pakar dengan lembar validasi pakar. Kepraktisan produk diuji dengan uji coba terbatas kepada 6 siswa dilanjutkan dengan membagikan angket untuk melihat tanggapan siswa. Penelitian ini menggunakan teknik pengumpulan data studi pendahuluan yang terdiri dari tiga tahapan yaitu studi pustaka, survei lapangan, dan penyusunan draft produk awal. Teknik analisis data dalam penelitian ini yaitu menggunakan teknik deskriptif. Hasil penelitian ini menunjukkan bahwa tingkat validitas pengembangan produk game edukasi labirin matematika dalam meningkatkan kemampuan pemecahan masalah siswa kelas 6 sekolah dasar menurut pakar materi dan pakar media termasuk dalam kategori sangat baik. Hasil penelitian uji terbatas oleh 6 siswa termasuk dalam kategori baik. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bawa Media game edukasi labirin matematika untuk meningkatkan kemampuan pemecahan masalah siswa kelas 6 sekolah dasar layak untuk digunakan dalam pembelajaran.
There is a tendency to think of the impact of educational technology in a vacuum. However, it is likely that the instructional context in which educational technology is used affects student learning. For instance, outcomes may differ when using educational technology in a classroom versus at home, in a quiet versus noisy environment, or in a context where support is readily available versus not available. The COVID-19 pandemic provided an unexpected opportunity to explore this issue. Intending to explore how providing hints and feedback within a digital learning game (Game X) impacts mathematics learning, we instead found ourselves exploring a new question: How did learning with the game differ between classrooms and at home? After two of five middle schools had participated in our classroom experiment, we switched to at-home use of the Internet-based gamefor the final three schools due to the pandemic. The different instructional settings led to significantly different completion rates, likely due to students in the classroom (N = 151) being monitored by experimenters and teachers (completion rate of 88.8%), while students at home (N = 126) were not monitored nor strictly required to finish (completion rate of 56.5%). In addition, the two versions of the game, one that provided students with on-request hints and error feedback (Hint condition) and one that did not (No-Hint condition), led to different classroom versus at-home results. On the delayed posttest, students in the No-Hint condition did significantly better in the classroom, while there was no significant difference between conditions at home. In addition, students in the Hint condition used significantly more hints in the classroom than they did at home. There was also a significant effect of gender in the classroom, with female students out-performing male students on the immediate posttest, but with no effect of gender remotely. We performed post-hoc analyses to better understand students’ learning processes and gameplay behaviors. In summary, our study clearly illustrates how educational technology can be sensitive to instructional context, yet just cracks open the door to much more research on this topic.
This paper introduces the results of applying a gameful approach based on six playful activities as a tool to improve the learning process in higher education. A total of 850 students from different courses of Universitat Rovira i Virgili (Spain) were involved in the study. The strategy was evaluated through a participant observation (active and passive) and mixed-methods surveys answered by the students. Results point out that most participants responded positively to the activities proposed. The reported levels of motivation and engagement also indicate the capabilities of this strategy as a method to enhance the learning experience of students. Despite these positive outcomes, challenges like the impact on working practices of teachers or the long-term engagement of gameful approaches requires additional research.
This chapter explores the use of game-based teaching in teacher education courses. It compares a version of a course taught in a traditional manner to the game-based version. It then traces the evolution of the author's use of game-based teaching and details ways the author overcame various obstacles in subsequent courses. In doing so, it discusses the affordances and constraints of learning management systems and concludes that small changes in learning management systems would greatly improve the ability to use them to create curricular games.
ResearchGate has not been able to resolve any references for this publication.