A framework for evaluating the impact of mobile games, technological innovation and collaborative learning on students’ motivation

Abstract

BACKGROUND: Recently, information technology has had a deep effect on managing of human resources (HR), especially on the youngers. Also, the present generation of students is growing up with innovative technologies that are embedded in their daily lives. These students can promote their daily activities using digital information where they can be connected to each other via mobile technologies and can do many cooperative tasks simultaneously. OBJECTIVE: Innovations and mobile-based technologies can provide wide-range opportunities to embed learning in authentic environments and thus can enhance students' motivation and learning process. Therefore, the main goal of this research is to examine the impact of mobile games, technological innovation and collaborative learning on students' motivation. METHODS:The study is done based on three independent and one dependent variable. Data was gathered from 250 university students of Tehran. SPSS was widely employed to perform the early screening of the collected data. Also, the PLS-SEM approach supported by Smart-PLS 3.2 can test the research model via two-step data analysis: measurement and structural model. RESULT:The result was summarized and data were interpreted with the help of Smart PLS-SEM. The results showed that mobile games, technological innovation, and collaborative learning have a significant positive impact on university students' motivation. CONCLUSIONS: This study found that the impact of mobile games is important to the students' motivation. Mobile games included flexibility, increasing problem-solving skills and creating excitement and enthusiasm. Furthermore, the finding showed that the effect of the technological innovation variable (smart systems, Internet of thing, cloud services and new models of learning and student development) on students' motivation is significant and positive. The findings also showed that collaborative learning is viewed as an important factor in students' motivation. Collaborative learning includes the sub-indicators of knowledge sharing, improving memory, increasing satisfaction and raising self-esteem.

The Use of Mobile Gamification Technology for Sustainability Learning in Saudi Higher Education

“…However, these studies not only signified the extensive use of TAM in examining students' acceptance of digital games, but also indicated the lack of scholarly attention to the critical role of some other important factors such as enjoyment, efficiency and effectiveness behind students' utilization of mobile games applications. In fact, one of the main concerns in the literature of educational digital games adoption is assuring students utilization and of the mobile games [12]. Several studies have investigated the following question: what are the main factors affecting students' utilization of educational mobile games.…”

The comparison study on employees’ adoption of public and enterprise social networks

“…To generalize, our findings show that the individual's adoption of PSNs is more inclined to be recreational-oriented in individual's original participation while individual's adoption of ESNs is more inclined to be utilitarian-oriented, although both of them are proved to be dual-purpose. If our research results about the similar adoption mechanism between PSNs and ESNs are not in conformity with people's common experience, here, the different roles of PP and PU in the adoption processes of PSNs and ESNs are in line with people's common experience [47][48][49].…”

A novel approach for the design of context-aware services for social inclusion and education

“…In this scenario, new teaching techniques [48] highlight the importance of collective dynamics and the effectiveness of form of cooperation not only for educational purpose but also aimed at social inclusion, in support of frailty and heterogeneity. In this sense, on one hand, the gamification [5] exploits the form of the game and dynamics of cooperation or competition as a way to carry out activities generally considered boring and to encourage social skills within the class-group.…”

“…In this sense, on one hand, the gamification [5] exploits the form of the game and dynamics of cooperation or competition as a way to carry out activities generally considered boring and to encourage social skills within the class-group. On the other hand, methods based on Cooperative Learning (CL) [39,48] which show that students' academic performance improves when CL groups are activated. The improvements are particularly interesting in problem solving, social, leadership skills [19], decision-making processes, etc.…”

“…This knowledge can be useful in guiding frail students, identifying special learning needs for different groups of students, identifying student behavior and learning patterns, increasing their achievements. To this purpose, the role of social networks, real (within the class) or virtual (such as virtual communities [57]) on students' attitude is evaluated in [57] and [48]. In [48] it is, also, presented a framework for the evaluation of the impact of mobile games, technological innovation and collaborative learning on students.…”