Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified vocabulary curriculum begins with clear learning goals, a careful selection of key terms, and the transformation of activities into quest challenges. This article shares how to design a gamified vocabulary curriculum to scaffold higher order thinking skills. Snapshots and examples of vocabulary gamification, along with suggestions for everyday practice, are included and aligned to the levels of Bloom's taxonomy. A discussion on how gamification supports student autonomy and mastery learning in a goal‐oriented environment is provided.
This article showcases the use of gamification as a means to turn an existing curriculum into a game‐based learning environment. The purpose of this article is to examine how gamification, coupled with effective pedagogy, can support the acquisition of 21st‐century skills. Gamifying content allows students to earn experience points, badges, and awards to “level up” through the curriculum by completing quests. We discuss the theoretical framework, New Literacies theory, which has informed our case study of one teacher's journey using gamification. We align our case study within two educational reforms and initiatives: the Common Core State Standards and Partnership for 21st Century Skills. Survey results and teacher interview data are provided.
Podcasting is a relatively new phenomenon that utilizes digital media to provide listeners with unparalleled access to content. Educators have recently discovered this tool and are examining methods it can be used to meet the needs of 21st Century learners. To date, however, more research needs to be conducted to examine the overall effectiveness of the podcast on student achievement. In an effort to meet this need, an investigation into the use of podcasts to enhance science vocabulary development in fifth grade students was conducted. Results revealed students with access to podcasts and classroom instruction demonstrated larger gains in achievement than a group exposed to classroom instruction only. Follow‐up survey responses revealed that students generally viewed the podcast as helpful in learning the vocabulary. Rationales for the positive results and implications for teachers interested in attempting similar activities are discussed. تلخيص البحث: إن البودكاست ظاهرة جديدة نسبياً تستغل الوسائط الرقمية كي توفر للمستمعين وسيلة لا منازع لها لدخول المحتوى. وقد اكتشف المعلمون هذه الأداة مؤخراً لذا يفحصون الطرق التي يمكنها أن تُستخدَم كي تسد حاجات دارسي القرن الحادي والعشرين. ولكن يجب أن تتم أكثر عدد من الدراسات لفحص فعالية البودكاست بشكل عام تجاه إنجاز الطالب. وفي سعي لتسد هذه الحاجة تم استقصاء استخدام البودكاست لتحسين تنمية المصطلحات العلمية عند طلاب الصف الخامس. وكشفت النتائج أن الطلاب الذين لهم وسيلة للبودكاست ولتعليم الصف أبدو بتحسنات أكثر في الإنجاز من المجموعة التي تعرضت لتعليم الصف فقط. وقد كشفت أجوبة المسح المتتبع أن في رأي الطلاب أن البودكاست كان مفيداً في تعلم المفردات. وتم نقاش في اعتقادات لسبب النتائج الإيجابية والأعقاب للمعلمين المهتمين بمحاولة تنفيذ تمارين متشابهة. 播客是一种较新的现象,它利用数字媒体为听众提供无可比拟的途径收听音频广播内容。教育工作者最近发现了这种广播工具,并正在研究可以利用它的方法,以切合21世纪学习者需要。然而,迄今仍需进行更多的研究去考查播客对学生学业成绩的整体成效。为此,作者展开了一项研究,考查利用播客来增强小五学生科学词汇发展的效果。研究结果显示,同时收听播客及接受课堂教学的学生,比另一组只接受课堂教学的学生,在学业成绩上有较大的成效。跟进调查结果显示,学生一般认为播客对他们学习词汇是有帮助的。作者讨论该研究带来正面结果的理论依据,及讨论研究结果对有兴趣尝试类似教学活动的教师所带来的启示。 Le podcastage est un phénomène relativement nouveau qui utilise les médias numériques pour fournir aux auditeurs un accès sans égal au contenu. Des pédagogues ont récemment découvert cet outil et examinent comment on pourrait l'utiliser pour répondre aux besoins des apprenants du 21ème siècle. A ce jour, cependant, davantage de recherches sont nécessaires pour savoir quelle est l'efficacité générale des podcasts sur la réussite des élèves. C'est afin de répondre à ce besoin qu'on a réalisé une investigation en vue d'améliorer le développement du vocabulaire scientifique d'élèves de cinquième année. Les résultats ont montré que les élèves ayant accès aux podcasts et à un enseignement en classe ont présenté une meilleure réussite qu'un groupe qui n'avait été soumis qu'à un enseignement en classe. Des réponses à une enquête de suivi ont fait apparaître que les élèves considèrent en général les podcasts comme utiles pour l'acquisition du vocabulaire. On discute des raisons de ces résultats positifs et des implications pour les enseignants intéressés à tenter des act...
This article showcases the online research and comprehension competencies students will need to successfully engage with Internet Inquiry. The Common Core State Standards, the research on new literacies skills, and the future of technology‐based assessments require educators to fully take on the challenges of meaningfully embedding and supporting innovations in authentic, inquiry‐based learning with digital texts. This manuscript focuses on four fundamental competencies that are important for Internet inquiry tasks: 1) generate high‐quality inquiry topics, 2) effectively and efficiently search for information, 3) critically evaluate Internet resources, and 4) connect ideas across Internet texts. A rationale, what it looks like in the classroom, what scaffolds are needed to support and guide students to independence are provided for each competency.
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