Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers

Araújo, Inês; Carvalho, Ana Amélia Amorim

doi:10.3390/educsci12030191

Cited by 13 publications

(9 citation statements)

References 15 publications

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“…While not evident to students, an aspect to underline is organizational difficulty. In particular, not all teachers are willing to adopt gamification, and some, even if willing, may not have the necessary imagination [37]. In these cases (as in the case described in this paper), organization rests on a few people and could become very onerous.…”

Section: Discussionmentioning

confidence: 96%

Escape Room Game for Engineering Students: “Escape Department”, a Case Study

Scandurra

Ciofi

2023

Education Sciences

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The importance of ludic activities alongside educational activities for the involvement of students has nowadays been established. Among the most popular and loved games among today’s youths, there is certainly the one known as the escape room. This article describes an escape room organized at the department level, thus involving students of the various engineering degree courses, with the aim of making them appropriate their own spaces in the university structures and stimulating organization skills and teamwork attitudes. The event was also an opportunity for students to explore some of the topics covered in their own course of study and, above all, to learn about topics studied in other degree courses of the department. In this paper it is described how the event was organized and what objectives were achieved. The results are quite good and they encourage the organization of other events that exploit gamification for educational purposes.

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Section: Discussionmentioning

confidence: 96%

Escape Room Game for Engineering Students: “Escape Department”, a Case Study

Scandurra

Ciofi

2023

Education Sciences

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“…However, the beneficial effects of gamification and GBL in education also highlight the necessity of instructors’ professional development competence building. Instructors must possess knowledge as well as gaming experience, creativity, and resilience, in order to use gamification and game-based learning applications (Araújo & Carvalho, 2022 ) in an educational environment. It is important for VET instructors to be ready and digitally competent to meet the needs and challenges of today’s society by taking into consideration developing trends that are presently present in professional settings and will be present in the future.…”

Section: Discussionmentioning

confidence: 99%

Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review

2023

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Games have been used as a learning tool for centuries. Gamification and game-based learning are becoming more prominent in educational settings for several reasons. When it comes to learning, being focused and immersed can massively improve a student’s experience. The purpose of this study is to map the emerging trends of gamification and game-based learning (GBL) in the Vocational and Education Training (VET) sector. For this purpose, a Systematic Literature Review was conducted through the three most relevant scientific databases – Web of Science, Scopus, ScienceDirect, and PubMed with Google Scholar as a supporting database. The obtained sample was further selected following the PRISMA guidelines with screening and eligibility processes conducted based on inclusion criteria that were defined with consideration to the research’s aim. This review comprised seventeen studies. The findings revealed a growing interest in the Asian continents in research from 2020 onwards. Furthermore, most of the study is centred on vocational schools and colleges in the engineering and healthcare fields. According to the overview, the digital learning platform and simulation technology are the most promising tools used in the research. The findings support the conclusion that gamification and game-based learning can improve academic performance, engagement, and motivation in vocational education learners. As a result, this study suggests that more research is needed to determine the gamification strategies that are most suited for vocational education and learning.

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“…Moreover, gamified learning effectively enhances students' motivation through game mechanics, competition, rewards, and enjoyable gameplay (Alajaji et al, 2021;Marell-Olsson, 2022). It transforms students' engagement from passive to active, fostering positive classroom environments and social skill development (Araújo & Carvalho, 2022;Opris et al, 2021;Russo et al, 2021). Gamified learning is considered practical, usable, and effective for helping learners achieve educational goals and outcomes, contributing to meaningful and long-lasting learning (Demirbilek et al, 2022;Sanchez-Mena et al, 2019;Yasar et al, 2020).…”

Section: Past Studies On Teachers' Perceptions and Competence Of The ...mentioning

confidence: 99%

Level Up Literacy: Unveiling English Teachers' Gamified Learning Adventure in Primary Education

Wei,

Yunus,

Mohd Said

2024

IJARPED

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Amidst the Fourth Industrial Revolution (IR 4.0), education evolves with gamified learning emerging as a method to enrich teaching across academic disciplines. Recognizing the importance of English proficiency, the Ministry of Education in Malaysia has prioritized its development. However, traditional methods of teaching English as a second language face challenges in engaging and motivating learners. Gamified learning offers interactive activities that make language learning enjoyable and meaningful, but its effective implementation depends on teachers' perceptions and competence, which remains understudied in Malaysia, particularly in Jasin, Melaka. This study investigated primary English teachers' perceptions and perceived competence in implementing gamified learning. Employing a quantitative research design, data were collected via a survey questionnaire from purposively sampled primary English teachers in Jasin. Descriptive statistics analyzed teachers' perceptions and competence, revealing a consensus on gamified learning's positive impact on pupils' autonomy, competence, and relatedness, aligning with Self-Determination Theory. The study highlights gamified learning's potential to create enjoyable environments, fostering enthusiasm and positive shifts in language acquisition. However, it also reveals variations in teachers' knowledge and confidence, citing challenges such as infrastructure barriers, time constraints, and the need for enhanced IT literacy. The study advocates for targeted professional development to address these challenges and enhance teacher confidence in gamified learning. The findings provide valuable insights for future pedagogical practices, aiming to foster an engaging and effective English language learning environment in primary schools.

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Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers

Cited by 13 publications

References 15 publications

Escape Room Game for Engineering Students: “Escape Department”, a Case Study

Escape Room Game for Engineering Students: “Escape Department”, a Case Study

Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review

Level Up Literacy: Unveiling English Teachers' Gamified Learning Adventure in Primary Education

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