Feedback in commercial educational applications

Mejtoft, Thomas; Lindberg, Lena; Söderström, Ulrik; Mårell-Olsson, Eva

doi:10.1145/3121283.3121286

Cited by 3 publications

(4 citation statements)

References 11 publications

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“…Studies show that gamification teaching activities can activate motivation and engagement among students but that teachers seem to lack knowledge on how to plan and implement these types of activities because they differ from traditional teaching methods [20] [21] [17] [18] [22]. Even if many teachers believe that gamification could offer a playful experience in schoolwork and, in turn, could increase student motivation and engagement and greatly support the process of learning disciplinary knowledge, teachers do not seem not to know where to start or how to design gamification activities.…”

Section: Activating Motivation and Engagement Among Studentsmentioning

confidence: 99%

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Teachers’ Perception of Gamification as a Teaching Design

Mårell-Olsson¹

2022

IxD&A

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This paper reports on a study investigating teachers’ experiences of using gamification as a teaching strategy, in combination with the use of contemporary and emergent technologies in K–12 education. More specifically, the aim was to explore and understand the opportunities and challenges teachers describe by using gamification in teaching. The study was conducted between 2014 and 2018 and included four sub-studies in which university students were given the task of designing gamified teaching activities for school students within K–12 education. This was combined with the use of contemporary technologies such as laptops, media tablets, and emergent technologies such as smart glasses. The university students’ gamification designs were tested in school settings within K–12 education. The empirical material is based on observations of the schools’ tests and interviews with participating teachers. The findings illustrate three emerging themes concerning (a) fostering motivation and collaboration,(b) needing pedagogical balance to achieve deeper learning and (c)organisational changes regarding time and collaboration in teacher teams. The participating teachers described gamification as an opportunity and a catalyst to motivate school students and have them engage in schoolwork while acquiring knowledge at the same time. However, the challenges and obstacles the teachers perceived in using and designing their own teaching activities using gamification primarily concerned a lack of time and a lack of knowledge of the design process, which they perceived as very complex because it differs from that of their ordinary teaching designs.

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Section: Activating Motivation and Engagement Among Studentsmentioning

confidence: 99%

“…As mentioned above, earlier studies [21] [17] [18] [22] found that teachers possess limited knowledge of what gamification in teaching could mean for them, and how to plan and design their own teaching using gamification. Hence, teachers who use gamification are hard to find in Swedish schools.…”

Section: Study Context and Participantsmentioning

confidence: 99%

Teachers’ Perception of Gamification as a Teaching Design

Mårell-Olsson¹

2022

IxD&A

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“…Therefore, vivid explanatory videos that address both the navigation within the app, as well as the content and procedures within each individual game are integrated. Additionally, visual and acoustic feedback are used throughout the interaction using simple, consistent sounds with the main purpose to indicate if a given solution to a task was right or wrong (Mejtoft, Lindberg, Söderström, & Mårell-Olsson, 2017). By implementing colorful and expressive graphics, the app is designed for the target age group of the reading intervention.…”

Section: Analysis Of Requirementsmentioning

confidence: 99%

Towards a digital syllable-based reading intervention: An interview study with second- graders

Schäper

Donnermann

Doser

et al. 2021

Electronic Workshops in Computing

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“…Further, research has also shown that gamification teaching designs using contemporary and emerging technologies [16][17] could be valuable tools for developing student abilities to collaborate, reason critically, communicate, solve complex problems and use digital tools and, in turn, develop their digital competence as these teaching designs pose engaging and complex challenges which foster problem-solving, collaboration, knowledge sharing, creativity, construction and strategic thinking. However, previous research [18][19] [20] has found that teachers possess limited knowledge about emergent technologies and what gamification teaching design is or could be. In addition, school teachers lack knowledge on how to plan, design and organize teaching using emergent technologies and gamification teaching activities in the classroom [21].…”

Section: Introductionmentioning

confidence: 99%

University Students as Co-creators in Designing Gamification Teaching Activities using Emergent Technologies in Swedish K-12 Education

Mårell-Olsson¹

2019

IxD&A

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This paper reports on a study exploring the use of university students as co-creators when designing activities for an emergent teaching practice such as gamification, using emergent technologies in a Swedish K-12 education context. More specifically, the aim was to empirically explore and develop knowledge about the process ofdesigning for gamification teaching in K-12 education, to develop gamification teaching design principles and, in addition, to study how emergent technologies could be used in this context. Four sub-studies were conducted between 2014 and 2018 which included four groups of university students as co-creators in the teaching designs. The empirical material is based on observations from the field test in which school students tested university student designs. Post interviews were conducted with participating school teachers and university students. In addition, university student written reports were included. Findings illustrate four themes; 1) The design process of the gamification teaching activities, 2)Thegamification teaching design principles developed, 3) The school students’ experiences of the gamification designs and4) Designing gamification teaching activities – a complex process. Findings show that designing for gamification teaching designs using emergent technologies is quite a complex process.This complexity concerns, among other things, the puzzle of combining the different knowledge domainsinto the TPACK Model (i.e. technological knowledge, pedagogical knowledge, content knowledge) in an emergent teaching practice (gamification) with the use of emergent technologies. The co-creation process and the move between these knowledge domain areas could maximize the effect of achieving a pedagogical balance concerning what school students perceive as funwithout sacrificing focus on their knowledge acquisition and learning processes.

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Feedback in commercial educational applications

Cited by 3 publications

References 11 publications

Teachers’ Perception of Gamification as a Teaching Design

Teachers’ Perception of Gamification as a Teaching Design

Towards a digital syllable-based reading intervention: An interview study with second- graders

University Students as Co-creators in Designing Gamification Teaching Activities using Emergent Technologies in Swedish K-12 Education

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