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Gamification.: A Novel Didactical Approach for 21st Century Learning
... Gamification integrates game elements and mechanics into real-world settings [8], [12], [26]. It is a versatile strategy applicable across diverse non-game contexts and learning environments, whether digital or non-digital, aiming to gamify content partially or fully and enhance the learning experience [27]. In this context, "non-game" refers to using game design elements beyond their original entertainment purpose [27]. ...
... It is a versatile strategy applicable across diverse non-game contexts and learning environments, whether digital or non-digital, aiming to gamify content partially or fully and enhance the learning experience [27]. In this context, "non-game" refers to using game design elements beyond their original entertainment purpose [27]. These game elements, fundamental features in most games, play a pivotal role in shaping the overall gaming experience. ...
... These game elements, fundamental features in most games, play a pivotal role in shaping the overall gaming experience. Borrowed from games used in various educational processes [27], [28], these game elements effectively address limitations often associated with traditional training, education, and awareness programs, mitigating challenges related to low engagement and lack of intrinsic motivation. It's crucial to understand that gamification goes beyond introducing game elements; it represents user-centered approach prioritizing human motivation to enhance engagement, motivation, and information retention [24]. ...
This literature review delves into research on the gamification of cybersecurity awareness for non-IT professionals, aiming to provide an accurate report on known and unknown information regarding three key questions: the impact of gamification on cybersecurity awareness interest and engagement, measurable results related to game elements and their connection to specific learning goals, and the long-term effectiveness of gamified cybersecurity. Examining five relevant papers, the findings confirm short-term effectiveness and indicate that the incorporation of various game elements, such as storytelling, team leaderboards, and interactive scenarios, results in increased knowledge, improved engagement, and positive behavior changes aligned with specific cybersecurity awareness learning goals. However, the review also identifies recurring gaps in evaluating individual game elements and customizing gamification strategies for non-IT professionals. Highlighting a critical gap in understanding long-term effectiveness, we argue for further empirical studies to consider habituation effects, emphasizing the need for a nuanced understanding of gamification's impact on cybersecurity awareness over an extended period. Thus, the review contributes to the existing body of knowledge by emphasizing the necessity for empirical studies focusing on sustained, long-term effectiveness and habituation effects in gamified cybersecurity initiatives.
... Beyond rote memorization, effective learning includes the use of personal knowledge and practical experience to confront real problems in reality. GBL can play a crucial role in developing these problem-solving abilities and preparing students for future success by preparing them through authentic scenarios that replicate the outside world (Fischer & Barabasch, 2020). ...
It is inevitable that grammar has played a vital role in language learning since the adoption of incorrect grammatical structures leads to communication breakdown. Hence, numerous approaches have been utilized to teach grammar to students including Grammar Translation Method, Direct method, or Communicative Language Teaching. These methods are seemingly effective in applying campus-based classrooms rather than in virtual classrooms. During the virtual teaching period, it is assumed that the level of students' engagement in the lesson has been modest. Furthermore, interactive game-based tools such as Kahoot, Quizziz have been widely used to enhance students' vocabulary and reading comprehension (Chiang, 2020, Al Shra'ah, 2021 and Munuyandi, Husain, Jabar, and Jusoh, 2021). The current study aims at investigating the effects of interactive game-based learning tools (Kahoot, Quizziz, Blooket, and Educaplay) on English-major students' grammatical learning and their attitudes toward the application. The study was conducted with the combination of quasi-experimental and qualitative study and utilization of pre-test and post-test, and questionnaires to collect comprehensive data. The findings showed that there were no significant differences in grammatical performance of the two researched groups and the participants showed positive attitudes towards all the tools in which three of them (Kahoot, Quziziz and Blooket) were recommended in grammatical instruction.
... The previous studies of gamification in educational contexts show mixed results ranging from negative, neutral, and positive (Ciuchita et al., 2022). Some of them maintain that the student's motivation, cognition, and spirit of learning would increase through gamification (Fischer & Barabasch, 2020;Oliveira, Souza, Reis, & Souza, 2021;Patrício, Moreira, & Zurlo, 2018). Research conducted by Solekhah and Damayanti (2022) also shows that students respond positively towards Research Paper 256 gamification in mathematics. ...
Many Indonesian students consider mathematics as an uninteresting learning subject that confuses them. An innovative approach to teach mathematics is needed to increase their engagement. In this case study, gamification which has been known as an activity to increase the student's enthusiasm was introduced in learning algebra. An observation with 20 female eighth graders was done in the classroom with and without the gamification activity to see the student's reactions and emotions in playing the game. Then, two focus group discussions with eight students were conducted by purposeful sampling based on their various levels of activeness and competence in mathematics as well as their scores of the game to grasp their perceptions of gamification in mathematics, followed by an individual interview with the math teacher. The findings were analyzed through the lenses of symbolic interactionism in which the student's acts and perceptions were constructively interpreted and confirmed with the teacher's opinion. The literature was also included to strengthen the result. The research found that gamification in mathematics could highly engage the students, especially when the teacher offered a reward. However, the student's perception was highly influenced by their performance in the game. Despite the lack of mechanical skill, the winners were satisfied; the unsuccessful players had different opinions: some of them wanted to play again to increase their scores whereas the rest of them did not suit the game. Thus, to motivate the students, designing gamified activities in mathematics needed to consider individual preferences.
... Gamification not only teaches primary school students' mathematical skills but also cultivates their critical thinking and understanding of failure and success. [9] Throughout the process, students try to solve the challenges they face, reflect on mistakes they make, and engage in critical thinking to solve problems [10]. Failure in the game doesn't frustrate them, because they aren't punished for it. ...
This essay explains the current situation of primary school mathematical teaching and the effectiveness of applying Gamification in mathematical primary classrooms. The primary school stage is an important issue that the whole society cares about in childhood education. Among them, as a mathematics subject that will be widely used in future development, its learning method is even more critical. However, as traditional mathematics classes cannot consider individual differentiation, they cannot let students reach their potential. It will lead to a wrong understanding of mathematical theory from students. Therefore, it needs to incorporate some new pedagogy. Gamification, as a novel and innovative teaching method, can increase students’ motivation and interest in a subject, which can be used in primary school mathematics classes. However, it has not been widely used in primary school mathematics. This study will combine the analysis of gamification by a large number of researchers to explore its advantages and disadvantages for primary school mathematics teaching, as well as the current status of a small number of gamification mathematics teaching, the difficulties it uses, and the strategies that can be used. Finally, combined with a lot of research and analysis, Gamification is feasible in the application of elementary school mathematics. Even if it contains some defects, it can be used in combination with other pedagogies to make up for the defects.
... It enhances learners' skills and helps achieve better learning by integrating enjoyment and fun with learning, developing internal motivation that promotes continuous self-learning. It also helps learners communicate and cooperate with others, develop creative thinking, achieve self-efficacy, refine critical thinking skills and promote self-responsibility (Fischer & Barabasch, 2020). ...
This study aims to demonstrate the efficacy of gamification in developing HTML programming skills and academic achievement motivation for 10th-grade students. Despite the significance of computer programming in developing students' thinking, many students still need more motivation to learn it. One of the entertaining strategies of computer programming is gamification. The study used a quasi-experimental design for two groups. The experimental group (N=18) was taught by gamification and the control group (N=17) was taught by the traditional teaching method. The researcher conducted a pre-test to determine the equivalence between groups using a valid and reliable practical test and scale. After three-weeks of teaching, the same test and scale were applied to compare the groups. The result showed statistical differences between the two groups in favor of the experimental group in programming skills and all academic achievement motivation dimensions. This study recommended that using gamification in teaching programming languages to students at different stages would help computer teachers. More research should be conducted to investigate the impact of gamification on teaching different programming languages.
Después de la crisis provocada por la pandemia de covid-19, millones de estudiantes han migrado a entornos digitales para continuar con su educación. Esta transición no solo responde a la emergencia sanitaria, sino también a la dinámica que promueven los dispositivos de comunicación y el mercado laboral, lo que ha generado transformaciones significativas en la educación. En este contexto de transformación acelerada y empleo de prácticas educativas digitales, el objetivo de este estudio fue proponer elementos para el diseño de estrategias didácticas mediadas en entornos digitales. Esto se basó en la identificación de tendencias relacionadas con las motivaciones y preferencias de los alumnos de nivel superior al invertir su tiempo en juegos digitales, para lo cual se usó como marco teórico la teoría de la autodeterminación y sus constructos principales: autonomía, competencia y vinculación. En concreto, la investigación adoptó una metodología mixta, ya que combinó enfoques cualitativos y cuantitativos en igual medida, lo cual fue complementado con análisis documental. Asimismo, se llevó a cabo un diagnóstico situacional exploratorio mediante un formulario digital como herramienta de investigación. Para recopilar datos, se diseñó el instrumento Eddreg (Encuesta para el Diseño Digital de un Recurso Educativo Gamificado), el cual fue administrado a estudiantes universitarios, mientras que el análisis de datos se realizó utilizando estadística descriptiva. Los resultados indican que ciertas cualidades de los juegos en entornos digitales satisfacen necesidades psicológicas específicas de los estudiantes. Además, se observó un impacto positivo especialmente notable en los constructos de autonomía, competencia y autoestima, aunque menos significativo en el de vinculación. A partir de estos hallazgos, se proponen diversas estrategias didácticas con el fin de fomentar el aprendizaje efectivo en entornos digitales.
Die Förderung kritischen Denkens ist eine der zentralen Bildungsaufgaben und dies nicht nur auf nationaler Ebene, sondern europaweit. Im Europäischen Qualifikationsrahmen für lebenslanges Lernen (EQR) wird kritisches Denken z. B. zu einer wichtigen Zielkategorie erhoben. Lernende sollen im Rahmen des Kompetenzerwerbs im kritischen Denken, im Reflektieren, in der Selbstreflexion geschult werden. In der Alltagssprache von Lehrenden und in vielen pädagogischen Leitlinien, Schriften und Programmen werden diese Begriffe häufig gebraucht, bleiben dabei aber oft unreflektiert und somit oftmals unbestimmt. Welche Art des Nachdenkens ist die „kritische“? Ist es das rechnend abwägende, zweckgebundene analytische Denken, durch das praktische Probleme gelöst werden? Oder ist es eher das besinnlich, kontemplative Denken, das sich um Seinsfragen dreht und nach dem Ganzen greift? Bei welchen Fragen fängt das kritische Denken an und wo hört es auf? Ist Selbstreflexion auch kritisches Denken und wie unterscheidet sich diese von der Reflexion? Wenn Lehrenden und Bildungsverantwortlichen nicht klar ist, welche Konzepte jeweils hinter den Begriffen stehen und was diese in der Anwendung in verschiedenen Kontexten bedeuten, so läuft die Förderung des kritischen Denkens ins Leere. Stehen keine ausreichende Sprache und keine Konzepte zur Beschreibung der verfolgten Lernziele im kritischen Denken zur Verfügung, so wird es auch mit deren Erreichung schwer. Didaktische Entscheidungen, wie z. B. bei der Methodenwahl, werden dann eher ins Blaue hinein getroffen. Es lässt sich im Unterricht somit nicht einmal feststellen, ob die Lernenden im kritischen Denken gefördert wurden, da es keinen genauen Ist- und auch keinen konkreten Soll-Zustand gibt, die man vergleichen könnte. In diesem Beitrag wird deshalb der Versuch unternommen, eine Erhellung des Konzeptes „kritisches Denken“ anzustellen und davon ausgehend eine pragmatische Didaktik für Lehrende zu skizzieren, die es erlaubt, ohne größeren Aufwand kritisches Denken im Alltagsunterricht zu fördern. Der Beitrag schließt mit einer praktischen Sammlung der wichtigsten didaktischen Handlungsempfehlungen zur Förderung kritischen Denkens.
The digital revolution of the last two decades has introduced major changes in the different spheres of human activities, from professional, academic to social spheres. Information and Communication Technologies (ICT) has facilitated communication and permitted new forms of work and learning, overcoming the traditional constraints of time and space. Nowadays, the frontiers of work, learning and social activities of the knowledge workers have blurred in the same digital environment, making the shifting possibilities between activities easier than ever. Digital leisure activities, such social networking and gaming have also entered the digital environment, increasing the opportunities of distraction from work, learning and social activities. Knowledge workers of the 21st century should develop a new Work Lifelong Learning Balance (WLLB) in order to ensure to maintain their professional, family, social, personal and lifelong learning balance.
There is growing interest in and knowledge about the interplay of learning and emotion. However, the different approaches and empirical studies correspond to each other only to a low extent. To prevent this research field from increasing fragmentation, a shared basis of theory and research is needed. The presentation aims at giving an overview of the state of the art, developing a general framework for theory and research, and outlining crucial topics for future theory and research. The presentation focuses on the influence of emotions on learning. First, theories about the impact of emotions on learning are introduced. Second, the importance of these theories for school learning are discussed. Third, empirical evidence resulting from school-based research about the role of emotions for learning is presented. Finally, further research demands are stressed.
Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can improve student perceptions of learning, course experience, and learning outcomes compared to a traditional course. A mixed analysis of covariance revealed that those in the gamified condition showed significantly higher perceptions of learning, engagement, and motivation than those in the traditional course. This research suggests that students can learn just as effectively as traditional courses but have more favorable and positive experiences in the course through more, novel, interactive teaching methods. Future research implications are discussed.
Digital game-based learning is a popular strategy for engaging students by making learning fun. Actively involving students as designers and producers of digital games may have even greater potential for student empowerment through enhancing concentration and engagement, fostering higher order thinking, and improving learning outcomes. Thus, this study empirically investigated the impact of digital game authoring on students' concentration, critical thinking skills, and academic achievement. A total of 67 students in two seventh-grade classes participated in this 19-week-long experiment, and were divided into an experimental group (32 students designing digital games) and a comparison group (35 students designing Flash animations). The interdisciplinary approach involved integrating biology and computer programming classes. Students in the experimental group designed digital games based upon biology course content, while the comparison group collaboratively produced Flash animations based upon the same course content. The experimental results, using MANCOVA for pretest, posttest, and delayed posttest scores, demonstrate significant improvements in critical thinking skills, and academic achievement, with increased retention of both course content and critical thinking skills observed for the delayed posttest. For concentration, a relative advantage for the experimental group as compared with the comparison group was noted, but did not reach statistical significance. Based on the results of this study, implications for practitioners and researchers are provided, including the integration of programming or computer science with other courses for digital game authoring and the evaluation of other learning outcomes such as creative thinking, problem-solving, and flow.
Proposes an expanded definition of critical thinking and discusses its components. Includes an outline of goals and objectives for a critical thinking curriculum. (MCG)
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