Design of gamified asynchronous online discussions

Ding, Li; Kim, ChanMin; Orey, Michael

doi:10.1080/1475939x.2020.1801495

Cited by 9 publications

(13 citation statements)

References 70 publications

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“…To further emphasize, language learning using game-like approaches can be exploited as a potential learning tool to arouse students' motivation, strengthen engagement, and consequently improve their learning quality (Poondej & Lerdpornkulrat, 2016;Yaccob & Yunus, 2019;Ding et al, 2020;Vargas-Macias, Rodriguez-Hernandez, & Sanchez-Saenz, 2020;Pham et al, 2021). For example, Antonaci, Klemke, and Specht (2019) have discussed the deployment of game components in Massive Open Online Course (MOOC) and found that it could increase students' engagement.…”

Section: Literature Review the Application Of Gamified Learning In Es...mentioning

confidence: 99%

“…In any case, English is often considered dull and challenging to be acquired but could be exciting when fun approaches are implemented (Rahmani, 2020;Rafiq, Pazilah, Yunus, Hashim, & Sabri, 2019b (Desnenko, Pakhomova, Starostina, & Tokareva, 2021;Pektas & Kepceoglu, 2019). Gamification and gamebased learning are slightly different (Ding, Kim, & Orey, 2020), since gamification uses game design components in a non-game context, whereas the latter refers to the use of actual games (Welbers et al, 2019;Sanchez-Mena & Marti-Parreno, 2017). In the ESL classroom, gamified learning tools are used in softcopy and hardcopy to improve students' English proficiency (Rafiq et al, 2019a).…”

Section: Introductionmentioning

confidence: 99%

“…They can share ideas and perspectives through effective engagement and collaboration, often associated with games (Anak Yunus & Hua, 2021). Relatively, students become engaged in discussion and learning through gamification (Ding et al, 2020). Primarily, students' anticipation of learning is crucial as it shapes their overall learning process.…”

Section: Introductionmentioning

confidence: 99%

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Gamifying ESL Classrooms through Gamified Teaching and Learning

Yaccob¹,

Rahman²,

Mohamad³

et al. 2022

AWEJ

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Modern trends lead to innovative technologies in education, including the birth of digital and gamified learning or gamification. In English language classrooms, meaningful teaching and learning are significant to developing students’ English proficiency, focusing on linguistics and communicative competence. Various language activities and games are employed in lessons to instil anticipation for language learning. However, the concerns are how gamified learning is applied in English as a Second Language (ESL) lessons and the factors assisting students’ meaningful English learning. Therefore, this paper, based on the review of past literature, explores the application of gamification or gamified learning in ESL teaching and learning. Based on the review, the researchers highlighted that motivation, engagement, and competition in learning through a gamification approach could assist students’ meaningful ESL learning. It is found that gamification has its own motivation structure to arouse students’ active participation. The elements in games that enhance students’ engagement might improve students’ learning. Although competition naturally arouses students’ participation during ESL lessons, the findings indicated the need to create a safe environment to prevent students from feeling demotivated. This review paper contributes to the literature surrounding gamified ESL lessons.

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Section: Literature Review the Application Of Gamified Learning In Es...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Gamifying ESL Classrooms through Gamified Teaching and Learning

Yaccob¹,

Rahman²,

Mohamad³

et al. 2022

AWEJ

View full text Add to dashboard Cite

show abstract

“…Therefore, this paper aims to explore whether gamification and the flow experience leads to deepening learners' comprehension of PI, compared with traditional pedagogical methods. In addition, a freight transportation game (serious game) is introduced, which features a variety of key factors, such as positive reinforcement (Ding et al, 2020), clear and relevant goal (Chen et al, 2019), immediate feedback (Ryan and Deci, 2020), guided paths (Klock et al, 2020), etc.…”

Section: Gamification Psychology and Behavior Effectsmentioning

confidence: 99%

The impact of gamification on teaching and learning Physical Internet: a quasi-experimental study

Wang

Jin

et al. 2022

IMDS

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PurposeToday's logistics industry is facing severe challenges since global transportation demand increases substantially. Carriers are urged to reduce empty loads and CO2 emissions through collaboration. Therefore, the concept of Physical Internet (PI) came into being. However, PI is still in its infancy. It is difficult to understand its sophisticated coordination mechanism, which makes learning of the concept more complicated.Design/methodology/approachGamification is an effective approach to help students improve their learning curve. At the same time, the psychological and behavioral changes in learning will also pose an impact on learning efficiency. This paper introduces a PI transportation game and designs a set of gamification teaching experiments. In the experiment, a control group and three experimental groups are set up, and the experiment was designed to respond to a plethora of research questions using the methods of T-test, correlation analysis and regression analysis. Experimental results were analyzed through the method of multivariate statistics.FindingsThis paper looks for superior pedagogical methods and procedures for students to learn PI while providing suggestions for PI's learning among undergraduates. The authors found (1) gamification teaching will make participants feel more satisfied and master more knowledge points; (2) the scores of logistics testing have been significantly improved after gamification teaching and (3) flow experience has a significant impact on game revenue.Originality/valueThis is the first study about the impact of gamification on teaching and learning PI. The authors apply the methods of T-test, correlation analysis and regression analysis to analyze the collected data. The paper proves that gamification can help students learn PI and that flow experience can improve the efficiency of students learning PI.

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“…In addition, badges and awards are given to students who accomplished assignments or activities abiding by the rules and within the timeframe. Progress bar, levels, challenges, and avatars can be added to increase motivation and reinforce learning (Pakinee & Puritat, 2021;Ding et al, 2020;Puritat, 2019).…”

Section: Leveraging Gamification Elements During the Pandemicmentioning

confidence: 99%

Game Changer

Parra

Tan

2021

Int J Innov Educ Res

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The COVID-19 pandemic has caused such an unprecedented disturbance to the world, particularly on the economy, and caused significant disruption to the education ecosystem. It has affected school organizations and forced school leaders to adopt alternative ways of learning. The transition to online education posed many challenges in engaging students to participate actively, and one of the solutions is for teachers to create better digital lessons using gamification elements. But despite the prevalence of technology, educators lack the knowledge and skills to captivate students' interest to participate actively in online learning. At present, there is a dearth of studies on the application of gamification to teachers' online lessons during the COVID-19 pandemic. Educators must capitalize on new engaging technological trends as a form of techno-structural OD intervention to complement their pedagogies, teaching processes and encourage students' online participation. This concept paper highlights the benefits of applying gamification to education, particularly on how teachers can utilize game elements in creating, managing, and updating digitalized lessons to motivate students amidst the pandemic. The paper also explores fostering a healthy culture for students' heightened level of motivation, increased acquisition of knowledge, and learning new skills. It encourages schools to adopt the appropriate type of gamification and suggests future researchers on the various types and elements of gamification that can be adapted by selected schools.

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Design of gamified asynchronous online discussions

Cited by 9 publications

References 70 publications

Gamifying ESL Classrooms through Gamified Teaching and Learning

Gamifying ESL Classrooms through Gamified Teaching and Learning

The impact of gamification on teaching and learning Physical Internet: a quasi-experimental study

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