Achievements and Usage of Learning Materials in Computer Science Hybrid Courses

Bernik, Andrija; Radošević, Danijel; Bubaš, Goran

doi:10.3844/jcssp.2019.489.498

Cited by 4 publications

(4 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The following section lists student activity reports that were generated based on log files from the Moodle system and also represents the final section to consider when making a decision to accept or reject hypothesis H1. The assumptions made by the authors cited within this research (Ismail, 2019;Bernik et al, 2019;Adeel, 2014;Kovacova and Vackova, 2015;etc.,) suggest that elements of computer games have a positive effect on student motivation, accordingly, summarized research results will be presented below. In the research conducted within the course "Computer Mediated Communication", a total of 13 teaching and bonus materials were used, which were available to students for at least 14 days.…”

Section: Resultsmentioning

confidence: 98%

Gamification After Almost a Decade: Is it Still Relevant? A Case of Non-STEM Hybrid E-learning University Course

Bernik¹,

Radošević²,

Dvorski³

2020

Journal of Computer Science

Self Cite

View full text Add to dashboard Cite

Gamification is a common and familiar term so far and it can be seen in almost every part of human activity. It's been nine years since the terminology first appeared in Gartner's Hype Cycle Report in 2011, however, higher education institutions still do not apply computer game elements to online Learning Management Systems (LMS). The problems encountered are related either to the administrators of the LMS system or to teachers who, for various reasons (lack of time, authority, knowledge, motivation, etc.,) reject the changes. Objective of this paper is to determent if there is statistical significant difference between experimental and control groups. Experimental group will be using gamified Moodle online course while control will use classical Moodle online course. Research is made on a sample of 46 graduate students from the Faculty of Organization and Informatics within the course Computer Mediated Communication. Experiment lasted for 14 days after which testing the students' motivation to use the teaching materials as well as the lessons learned after the experimental period took place. The results indicate 7 times higher activity in the experimental group of students, as well as 33.23% better results (using t-test) in the experimental group of students in the final knowledge test, thus accepting both hypotheses of this research.

show abstract

Section: Resultsmentioning

confidence: 98%

Gamification After Almost a Decade: Is it Still Relevant? A Case of Non-STEM Hybrid E-learning University Course

Bernik¹,

Radošević²,

Dvorski³

2020

Journal of Computer Science

Self Cite

View full text Add to dashboard Cite

show abstract

“…To analyze and evaluate the gamified platform of the energy sustainability-related MOOCs, the study used E-MIGA theoretical taxonomy: Integrated theoretical gamification model in e-learning environments which is proposed by (Dicheva, Dichev et al 2015 ) 2. Bernik et al ( 2019 ) Avatars, Points, Badges, Feedback, Challenges, Simplified graphical interface, Dynamic graphical interface, Story (narrative), Epic meaning, Social networks and web services, Visualization of all obligations, Advancements within the e-course, E-course completion status, Synchronous communication chat, Asynchronous communication forum, Nonlinear use of teaching materials, Collaboration, Interactive repetition and assessment, Top listing and ranking of students, Detection of systems and teaching materials, Elements of surprises within the e-module, Conditional access to teaching materials, Countdown of time A conceptual model for gamifying e-learning courses was developed based on the work of authors like (Schonfeld, 2010 ), (Deterding et al, 2011a , 2011b ; Deterding, 2012 ), (Werbach & Hunter, 2012 ) and (Chou, 2015 ) 3. Facey-Shaw et al (2020) Badges A gameful design based on self-determination theory SDT (Ryan & Deci, 2000 ) which provides a framework for examining human motivation through its focus on innate psychological needs (competence, autonomy and relatedness) 4.…”

Section: Results Of the Searchmentioning

confidence: 99%

“…Romero-Rodriguez et al ( 2019 ) A mixed-quasi-experimental study where 12 gamified MOOC platforms were considered to analyze how the application of gamification strategies in MOOCs on energy sustainability affects participants’ commitment 2. Bernik et al ( 2019 ) The research was conducted in two phases: pilot study and main study; in both, two versions (gamified and non-gamified) of an e-module were taught and the same content was delivered. the goal was to examine the effects of using gamification on learning achievements 3.…”

Section: Appendixmentioning

confidence: 99%

Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

View full text Add to dashboard Cite

In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.

show abstract

“…Previous research findings state that gamification has the potential to improve learning outcomes, satisfaction, well-being and student discipline (Khenissi et al, 2015;Mascio et al, 2013). Other findings also state that Gamification can be used as a teacher's guide in learning and increasing each student's self-mastery (Adisti, 2022;Ahmad et al, 2020;Bernik et al, 2019). Based on the problems and solutions developed, this study aims to develop Android-based gamification learning media.…”

Section: Introductionmentioning

confidence: 99%

Gamification Based on Android to Improve Comprehension Civics for Deaf Student

Mustikasari

Yusuf

Rejekiningsih

2023

International j.of Elementary Education

View full text Add to dashboard Cite

The problems that occur in the learning process for class III SLB B or deaf students originate from how the teacher conveys the material and the characteristics of the students. Teachers still teach in a simple method, so students get bored quickly. In the learning process, media is needed that prioritizes visuals to make it easier for students to capture the material presented by the teacher. This study aims to develop android-based gamification learning media on Civics theme 8 material. This research uses the Research and Development (RnD) method using the ADDIE approach. The participants in this study were 20 students of class III SLB B. The process of collecting data with interviews, questionnaires, and observation. At the same time, the instruments used are questionnaires and tests. Data analysis technique using SPSS with independent t-test. The result is that Android-based gamification media can be used in the learning process. In the experimental class, the average post-test score is 9.10, while in the control class is 8.00. Based on these values, the use of Android-based gamification learning media in the experimental class increased students' understanding of Civics compared to the control class, which did not use gamification learning media. Thus, gamification has a positive influence on increasing student understanding.

show abstract

Achievements and Usage of Learning Materials in Computer Science Hybrid Courses

Cited by 4 publications

References 12 publications

Gamification After Almost a Decade: Is it Still Relevant? A Case of Non-STEM Hybrid E-learning University Course

Gamification After Almost a Decade: Is it Still Relevant? A Case of Non-STEM Hybrid E-learning University Course

Gamification of e-learning in higher education: a systematic literature review

Gamification Based on Android to Improve Comprehension Civics for Deaf Student

Contact Info

Product

Resources

About