Exploring Design Concepts to Enable Teachers to Monitor and Adapt Gamification in Adaptive Learning Systems: A Qualitative Research Approach

Tenório, Kamilla; Dermeval, Diego; Monteiro, Mateus de Souza; Peixoto, Aristoteles; Silva, Alan Pedro da

doi:10.1007/s40593-021-00274-y

Cited by 8 publications

(4 citation statements)

References 61 publications

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“…Most lessons at all grade levels are taught using a variety of information resources and tools: video and audio materials, digital libraries, and VR labs. For example, at the lessons of the environment as well as natural sciences the practice-oriented approach is carried out both through laboratory works and research in a face-to-face format and in the application of training in virtual laboratories (Jansen, 2020;Atchoarena, 2017;Tenório, 2022). Experiments in virtual laboratories help to simulate difficult and/or unsafe conditions, and also allow a critical comparison of the real experimental results with the predicted ones.…”

Section: Basic Model Of Key Competencies Of the Digital Economymentioning

confidence: 99%

“…Over the past few years, the number of active young Internet users has increased by 2.5 times (Atchoarena, 2017;Tenório, 2022). It is extremely important for everyone: parents and teachers-to work together to create a safe and accessible environment for children and youth wherever they are: at home, at school, in public places, such as libraries or Internet cafes.…”

Section: Basic Model Of Key Competencies Of the Digital Economymentioning

confidence: 99%

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Approaches to Develop Digital Competences to Create a Portrait of the Graduate of the Future

Menshikova

Beloborodov

Primakova

et al. 2023

EJEDU

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The purpose of this article is to analyze pedagogical technologies that are used to develop digital competencies and digital literacy in primary, middle, and high schools. Analysis of the problem field of research shows that increasing modernization of the industry associated with the processes of digitalization and automatization of technological lines to significant changes in the labor market, as well as adjustments in the portraits of graduates of both schools and higher education institutions. Transformation to an information and digital society causes other ways of presenting information as well as an emphasis on the development of relevant universal competences: critical and analytical types of thinking; ability to work and systematize large volumes of information; leadership skills, as well as the basics of time-management for organizing and planning independent work. The novelty of the work lies in the description of the real experience of modernization of the educational process in the private educational organization "Funscool", evaluation of the advantages and disadvantages of applied technologies compared to similar examples in secondary education in Russia or Europe, USA. At the same time, the analysis was carried out both for real-time and distance learning formats. Research methodology and methods: in writing the article methods of induction and deduction, methods of comparative analysis and synthesis of information were used, the analysis of various forms of questionnaire survey was carried out.

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Section: Basic Model Of Key Competencies Of the Digital Economymentioning

confidence: 99%

Section: Basic Model Of Key Competencies Of the Digital Economymentioning

confidence: 99%

Approaches to Develop Digital Competences to Create a Portrait of the Graduate of the Future

Menshikova

Beloborodov

Primakova

et al. 2023

EJEDU

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“…K. Tenório et al indicate that gaming technologies allow taking into account the peculiarities of perception and information processing of modern students (quick access to information, variability of its use, interactivity, visual presentation of information), their interests (adaptive, individual educational trajectories) (Tenório et al, 2022). Gamification provides effective tools for effectively building communication processes (mechanisms for quick feedback and intragroup communication), increasing the level of motivation of students, etc.…”

Section: Analysis Of Foreign Studiesmentioning

confidence: 99%

Formation of “Teamwork Skills” in Future Teachers when Creating Didactic Games with Traditional and Digital Components

2023

European Journal of Contemporary Education

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In accordance with the requirements of the professional standard, the teacher of the digital school must have skills related to information and communication technologies, communicative competence, and teamwork skills. The formation of relevant qualities in the conditions of higher education is complicated by a number of different problems. The purpose of the study is to study the features of the formation of teamwork skills in future teachers when developing didactic games with traditional and digital components.Research methodology. Gamification is used both as a technology for acquiring new knowledge and as a technology for team building. The team activity method is used to design didactic games. The experiment involved 60 undergraduates of the Vyatka State University of the training program "Psychological and Pedagogical Education". To assess team effectiveness Laura Stack's methodology was chosen (five levels of team building).Research results. The students of the experimental group are involved in team work on educational games: they study basic mechanics in didactic games; master interactive services; develop their own project, including both non-computer and digital elements.In conclusion problematic questions are formulated, the answers to which make it possible to determine the directions of the work of the didactic game design team: discussion of the goal of the game and the game goal, the choice of basic mechanics and formed competences, the rules and resources, etc.

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“…Therefore, it is of particular interest that teachers and education specialists have the necessary skills to use gamification in their educational practices [19] to generate new learning experiences enriched with technologies [20]. The first challenge is to identify whether teachers have sufficient knowledge and skills to develop gamification strategies in the academic environment.…”

Section: Introductionmentioning

confidence: 99%

The construction and validation of a Questionnaire of Gamification Skills in Teachers (QGST)

Cabrera¹,

Sosa²,

Hernández-Dzib³

2022

IxD&A

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The objective of this study is to propose and validate a questionnaire that identifies gamification skills in teachers. In order to develop this instrument, a two-phase sequential exploratory design was used. In the qualitative phase, the specialized literature on gamification was reviewed, then the structure of the questionnaire, the dimensions and its indicators were obtained through the design of the items and the assessment of a panel of experts who validated the instrument. In the case of the quantitative phase, a pilot study was conducted with 203 teachers who used technology and active methodologies in their undergraduate and postgraduate classes; internal consistency tests, item analysis and both exploratory and confirmatory factor analysis were carried out with the obtained data. Among the results, it was found that the level and behavior of the items was adequate, their internal consistency is satisfactory, and the factor analyses allowed us to identify three dimensions and 22 items that allowed the proper identification of teachers' gamification skills, resulting in a valid and reliable tool for teachers who wish to get started with this new methodology.

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Exploring Design Concepts to Enable Teachers to Monitor and Adapt Gamification in Adaptive Learning Systems: A Qualitative Research Approach

Cited by 8 publications

References 61 publications

Approaches to Develop Digital Competences to Create a Portrait of the Graduate of the Future

Approaches to Develop Digital Competences to Create a Portrait of the Graduate of the Future

Formation of “Teamwork Skills” in Future Teachers when Creating Didactic Games with Traditional and Digital Components

The construction and validation of a Questionnaire of Gamification Skills in Teachers (QGST)

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