Application of Gamification to Blended Learning in Elementary Math Instructional Design

Hu, Ruonan; Shang, Junjie

doi:10.1007/978-3-319-94505-7_7

Cited by 7 publications

(4 citation statements)

References 8 publications

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“…In this same bias, the teacher and students adapt with Gamification in Google Presentations online version (Hu & Shang, 2018), the starting point will be the alternatives to be selected during the application in the classroom and by which learnings should follow for the resolution. (Gündüz & Akkoyunlu, 2020) reports on attractive teaching materials in the eyes of the subjects, making a major challenge for educational institutions, but also for other professionals in basic education, who need to turn the school environment into learning spaces.…”

Section: Gamificationmentioning

confidence: 99%

“…Therefore, (Mosalanejad et al, 2020) shows that the fact of delivering activities does not characterize gamification, but the means used in the classroom, seeking interaction with everyone, a pleasant environment for teaching and learning. (Hu & Shang, 2018), includes "the insertion of games in the context of teaching-learning implies advantages and disadvantages" and worked in the literature specialized in the theme, and should be thought and assumed by teachers, when considering structuring a virtual pedagogical object, with technological games. The author's contributions in the context of the following aspects are evidenced in Figure 1.…”

Section: Gamificationmentioning

confidence: 99%

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How can "gamification" help in the teaching of arithmetic operations as a didactic tool and digital technology?

Santiago,

2023

DPJPM

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This article is a teaching proposal concerning arithmetic problems of mathematics to help teachers in initial training in mathematics and teaching mathematics in the classroom with the use of Gamification. Thus, the objective of this article is to investigate what contributions didactic engineering and digital technologies using gamification in full-time high school teaching can be helpful with the contents of basic operations. The methodology applied with the games was based and structured on the Didactic Engineering research methodology, being exploratory research of a qualitative nature to familiarize the mathematical problems with the use of Digital Technologies. The results were categorized based on the phases of preliminary analysis, a priori analysis, experimentation, and a posteriori analysis and validation. Conclusions that the use of applied problems brought out the validation of the strategies applied in the classroom. Therefore, the expected results were positive in the teacher's view of the way the two games were planned in Google Presentations and in supporting the students in the teaching and learning processes of Mathematics.

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Section: Gamificationmentioning

confidence: 99%

Section: Gamificationmentioning

confidence: 99%

How can "gamification" help in the teaching of arithmetic operations as a didactic tool and digital technology?

Santiago,

2023

DPJPM

View full text Add to dashboard Cite

show abstract

“…Gamification, the phenomenon of using gamified elements in non-game contexts, belongs to the motivating pedagogical approaches [3][4][5][6][7][8]. Since this approach is applicable to face-to-face traditional instructional techniques and online learning contexts [9], instructors can make full use of gamification to improve learners' academic performance, motivation, and immersion [3].…”

Section: Introductionmentioning

confidence: 99%

A Content Analysis and Meta-Analysis on the Effects of Classcraft on Gamification Learning Experiences in terms of Learning Achievement and Motivation

Zhang

2021

Education Research International

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Classcraft has become an attractive gamification choice that turns classes into motivating and joyful role-playing experiences. Based on the content analysis and meta-analysis, this study aims to investigate the efficiency of Classcraft in terms of optimal gamification learning experiences associated with learning achievement and motivation. After the identification, screening, eligibility, and inclusion processes, we have found that learning achievement and motivation are significant factors conducive to optimal gamification learning. The meta-analysis based on STATA 15 has demonstrated that gamification platforms including Classcraft can similarly enhance learning achievement (d = 0.621, z = 5.846, 95% CI [0.413, 0.829]) and motivation (d = 0.608, z = 6.167, 95% CI [0.415, 0801]), suggesting that gamification platforms including Classcraft can create optimal learning experiences. Another content analysis has revealed that Classcraft involving gamified reward mechanics, interactive settings, and collaborative tasks can fulfil the conditions of optimal gamification learning experiences. The main conclusion is that Classcraft can efficiently create optimal gamification learning processes that can positively influence learning achievement and motivation. We have also discussed the potential reasons for the positive effects of gamification on learning achievement and motivation. Game implementation can reflect learners’ preference for well-being based on continuity, interaction, and openness.

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“…The Blended Learning Method is a learning facility that combines a variety of delivery methods, teaching models, and learning styles, introducing various media dialogue choices between the facilitator and those who are taught [3]. Blended learning is also a combination of face-toface teaching and online teaching, but more than that as an element of social interaction [4].…”

Section: Introductionmentioning

confidence: 99%

Development of Moodle-based Learning Media using Blended Learning Methods in Graphic Design Subject

Setiawan¹,

Putra²,

Sujalwo³

et al. 2020

IJID

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This research aims to develop learning media using Moodle and apply blended learning methods to help improve the learning effectiveness of students at SMK Muhammadiyah 1 Klaten. The research method used in this research is Research and Development. The results showed the average value of media experts was 79.55% categorized as feasible category, while the material experts were 75% categorized as feasible category. Whereas the System Usability Scale (SUS) questionnaire, which could measure usability, from 32 students of SMK Muhammadiyah 1 Klaten consist of 29 Male and 3 Female Students obtained 71.25% which were categorized as acceptable category. The average test results of the students' pre-test scores were 58.75%, the post-test scores were 81.87%, an increase of 23.12%. The conclusion in this study is that learning media using Moodle-based blended learning methods are appropriate for use in basic graphic design subjects, and are effectively used to improve student understanding and learning outcomes.

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Application of Gamification to Blended Learning in Elementary Math Instructional Design

Cited by 7 publications

References 8 publications

How can "gamification" help in the teaching of arithmetic operations as a didactic tool and digital technology?

How can "gamification" help in the teaching of arithmetic operations as a didactic tool and digital technology?

A Content Analysis and Meta-Analysis on the Effects of Classcraft on Gamification Learning Experiences in terms of Learning Achievement and Motivation

Development of Moodle-based Learning Media using Blended Learning Methods in Graphic Design Subject

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