Evaluating the effect of gamification on the deployment of digital cultural probes for children

Rodríguez, Inmaculada; Puig, Anna; Tellols, Dolça; Samso, Karen

doi:10.1016/j.ijhcs.2020.102395

Cited by 24 publications

(16 citation statements)

References 34 publications

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“…Serious gaming and gamification instructions have a positive effect that motivates and engages students, as the system design is characterised by motivating and engaging tools embedded in the learning content and activities (Khan et al, 2017). These game elements consist of leaderboards, points, badges, competition, challenge, rewards system, social interaction, time frame, feedback, learning progress and levels (Baptista and Oliveira, 2019;Khan et al, 2017;Rodríguez et al, 2020). In fact, there is an interplay between serious gamified elements, on the one hand and motivation and engagement, on the other hand, to make gamified learning effective (Buckley et al, 2018).…”

Section: Related Workmentioning

confidence: 99%

“…The effectiveness of serious gamified learning has to do with the possibility of motivating and engaging students in the learning process (Bai et al, 2020;Rodríguez et al, 2020) Motivation and engagement constitute a critical challenge in the educational sector, as it implies learning outcomes. Researchers established that the main challenge to the teachercentred classroom in secondary education is the inability to enhance motivation and engagement among students (Khan et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions

Haruna

Abbas

Zainuddin

et al. 2021

ILS

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Purpose This paper aims to evaluate the students’ perception of their learning experiences concerning serious gaming and gamification instructions and determines whether they were motivated enough and engaged during the educative process in a resource-poor context. Moreover, the study evaluated the impact of interactive instructional environment outcomes in terms of students’ perceptions of the learning catalysed by gamified systems, particularly in enhancing attitude change coupled with knowledge acquisition. Design/methodology/approach This study used a qualitative research design technique to collect the data. A total of 108 first year secondary school students participated in a sexual health literacy course that lasted for a five-week learning period. Using a cluster-sampling technique, three classes were randomly assigned to serious gaming, gamification and teacher-centred instructions. Individual face-to-face interviews were used to assess students’ perceives required satisfaction with three instructions. Data were audio-recorded, and coding analysis was used using NVivo software facilitated qualitative data analysis. Findings The results show that serious gaming and gamification instructions trumped the traditional teacher-centred instruction method. While intervention students were all positive about the serious gaming and gamification instructions, non-intervention students were negative about conservative teacher-centered learning whose limited interactivity also undermined learning relative to the two innovative interventions. Research limitations/implications As a justification to limit face-to-face classes, this study may be useful during an emergency phenomenon, including the current situation of amid COVID-19. The implementation of serious gaming and gamification as remotely instructional options could be among the measures to protect educational communities through reducing close-proximity, and eventually, control contamination and the spread of viruses. Originality/value The application of serious gaming and game elements should not be conceptualised as universal but context-specific. This study shows that particularism is essential to optimise the results in terms of coming up with a specific design based on the scope of evaluation for positive results and develop an intervention that will work, especially in the resource-poor context of the developing world.

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Section: Related Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions

Haruna

Abbas

Zainuddin

et al. 2021

ILS

View full text Add to dashboard Cite

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“…Educators have developed educational games [2][3][4][5] to involve students in interactive and entertaining activities 6 . Games are an excellent method of active learning in a recreative environment 7 and many methods have been tested in the past decade 8 : word game 9 , quiz games [10][11][12][13][14][15][16][17][18] , card games 19,20 , dice games 21,22 , board games [23][24][25][26][27] , computer games [28][29][30] and memory/concentration game [31][32][33] .…”

Section: Introductionmentioning

confidence: 99%

New approaches to adapt escape game activities to large audience in chemical engineering: Numeric supports and students’ participation

Monnot

Laborie

Hébrard

et al. 2020

Education for Chemical Engineers

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Gamification is a widespread phenomenon that relies on using game mechanics in other areas, such as the learning situation. One of the most exciting types of games in the late 2010s is escape games, where the principle is for the players to manage to escape from a room in which they are locked by finding hidden items and following a sequence of puzzles. The goal of using this type of game is to motivate/involve learners, to make them work and develop adaptability and responsiveness skills. Unfortunately, these escape games are only practiced in small groups, and the design is expensive and time-consuming. That is why cost-effective alternatives are proposed in this paper. They are either dematerialized, entirely based on a digital medium (smartphone/tablets/computer), or directly created by students, also with a digital medium, allowing integration into large classes, or at open house events.

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“…In this regard, gamification is an intellectual and mechanical game-making process used by people for solving problems (17). This is a common process in teaching that uses the principles and methods of gaming in a non-game environment such that it motivates and actively involves people in learning; gamification also influences the behavior of participants (18)(19)(20)(21). This method provides a pleasant environment for learners during the training (22) and makes the participants satisfied with their activities (23).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Training Health Care Providers Using Gamification Method on Social Skills of Preschool Children

Kouchaksaraei

Keshtkaran

Karimian

2021

Iran J Psychiatry Behav Sci

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Background: Preschool is one of the most important ages in learning and developing social skills in children. One of the most important issues in the education of healthcare providers is to improve their knowledge about children's social skills because healthcare providers, as an important part of a health team, are at the forefront of communication with families. Objectives: This study was done to investigate the effect of education to health care providers with the gamification method on the social skills of preschool children. Methods: In the present quasi-experimental study, 71 female healthcare providers working in selected collective health centers in Shiraz, Iran, were included in the study. The educational content of this study was an educational software as question games based on gamification, which was provided to healthcare providers. Data collection tools were two questionnaires, including a demographic information questionnaire and a researcher-made questionnaire on social skills in preschool children. To analyze data, the effectiveness of the intervention was measured using Wilks' lambda multivariate test. The relationship between knowledge score and participants' demographic variables was assessed by the linear regression analysis. Data were analyzed using SPSS software (version 22). Results: There was an increase in the knowledge of healthcare providers at three-time points, including before, immediately after, and one month after the educational intervention. Significant relationships were also observed between mean knowledge scores of the participants in all components of the questionnaire before, immediately after, and one month after the intervention (P < 0.001), with significant increases in mean post-intervention scores. The knowledge scores at three-time points, before, immediately after, and one month after the intervention, had significant associations with the educational level of participants (P < 0.001). Conclusions: Increasing the awareness of health care providers through the gamification method showed that this method has an important role in implementing social skills training for children.

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Evaluating the effect of gamification on the deployment of digital cultural probes for children

Cited by 24 publications

References 34 publications

Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions

Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions

New approaches to adapt escape game activities to large audience in chemical engineering: Numeric supports and students’ participation

The Effect of Training Health Care Providers Using Gamification Method on Social Skills of Preschool Children

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