Cloud-assisted gamification for education and learning – Recent advances and challenges

Hakak, Saqib; Noor, Nurul Fazmidar Mohd; Ayub, Mohamad Nizam Bin; Affal, Hannyzurra; Hussin, Nornazlita; Ahmed, Ejaz; Imran, Muhammad

doi:10.1016/j.compeleceng.2019.01.002

Cited by 86 publications

(50 citation statements)

References 7 publications

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“…Collaborative cloud learning refers to using cloud technology service in the form of software as a service for learning and working together in flipped classroom learning environment, and it consists of 5 major modules as follow: [7], [8], [9];  Publishing Cloud: is using blog-based platforms and multimedia distribution platforms, such as web blogs and social cloud networks  Sharing Cloud: is using platforms for video sharing or live streaming, platforms for sharing documents, and platforms for sharing image data.  Meeting Cloud: is using a platform that supports networking meetings, including the ability to send and receive data or other resources within a discussion group.…”

Section: Collaborative Cloud Learningmentioning

confidence: 99%

Effects of STEAMification Model in Flipped Classroom Learning Environment on Creative Thinking and Creative Innovation

Wannapiroon¹,

Petsangsri²

2020

TEM Journal

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This paper is a report on the findings from the research and development of STEAMification model in flipped classroom learning environment to enhance creative thinking and creative innovation. The purposes of this study are: 1) to develop the model; 2) to study the developed model. Results exhibited that: 1) the model consists of 6 components, 2) the students who had studied through STEAMification had higher creativity (Mean = 14.53, S.D. = 0.94) than the students who studied through normal model (Mean = 12.90, S.D. = 1.91), 3) the students who had studied through model had higher quality of creative innovation (Mean = 14.86, S.D. = 1.62) than the students who studied through normal model (Mean = 12.90, S.D. = 1.91).

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Section: Collaborative Cloud Learningmentioning

confidence: 99%

Effects of STEAMification Model in Flipped Classroom Learning Environment on Creative Thinking and Creative Innovation

Wannapiroon¹,

Petsangsri²

2020

TEM Journal

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“…In these studies, technological resources and mobile connections are playing a notable role [11]. At the same time, the use of play is being focused on to increase commitment and motivation [12][13][14].…”

Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 99%

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

et al. 2019

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We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

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“…Lastly, the cybersecurity awareness of employees should be enhanced regularly through cybersecurity education and training programs. Gamification [55] may be explored to further motivate people to gain cybersecurity awareness. The need to include basic cybersecurity curriculum in medical education and for a dynamic cybersecurity risk management framework should be highlighted to cope with pandemics.…”

Section: Discussionmentioning

confidence: 99%

Have You Been a Victim of COVID-19-Related Cyber Incidents? Survey, Taxonomy, and Mitigation Strategies

et al. 2020

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Cybercriminals are constantly on the lookout for new attack vectors, and the recent COVID-19 pandemic is no exception. For example, social distancing measures have resulted in travel bans, lockdowns, and stay-athome orders, consequently increasing the reliance on information and communications technologies, such as Zoom. Cybercriminals have also attempted to exploit the pandemic to facilitate a broad range of malicious activities, such as attempting to take over videoconferencing platforms used in online meetings/educational activities, information theft, and other fraudulent activities. This study briefly reviews some of the malicious cyber activities associated with COVID-19 and the potential mitigation solutions. We also propose an attack taxonomy, which (optimistically) will help guide future risk management and mitigation responses.

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Cloud-assisted gamification for education and learning – Recent advances and challenges

Cited by 86 publications

References 7 publications

Effects of STEAMification Model in Flipped Classroom Learning Environment on Creative Thinking and Creative Innovation

Effects of STEAMification Model in Flipped Classroom Learning Environment on Creative Thinking and Creative Innovation

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

Have You Been a Victim of COVID-19-Related Cyber Incidents? Survey, Taxonomy, and Mitigation Strategies

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