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

Dahalan, Fazlida; Alias, Norlidah; Shaharom, Mohd Shahril Nizam

doi:10.1007/s10639-022-11548-w

Cited by 51 publications

(37 citation statements)

References 94 publications

(68 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies of how gamification technologies affect learning confirm the fact that game-based learning improves academic performance, increases motivation and involvement of students. Gamification technologies have proven their effectiveness at all levels of education (Dahalan et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Visualization in the Context of Motivation Development Within the Framework of Corporate Training

2023

International Journal of Media and Information Literacy

View full text Add to dashboard Cite

The current stage of socio-economic development is characterized by the use of information and digital technologies in all spheres of human activity. The processes of production, exchange and consumption of goods, including knowledge and information, have changed. Intellectualization and digitalization of production systems are the main trends of economic development, which are supported in many countries. The functioning space of any organization is now increasingly facing difficulties in processing a large amount of data and new information to maintain competitiveness at the proper level. Employees' cognitive skills are also being transformed. According to our surveys, it is more difficult for employees to focus and keep their attention on all incoming information, process and analyze large amounts of data, present compressed data in reports so as to briefly and quickly explain the essence. Also, employees tend to experience stress because they do not have time to master new skills necessary for work. This is especially felt by representatives of creative professions (designers), as well as marketers, programmers, etc. Moreover, the modern volume of data should not just be perceived by employees, but analyzed, understood and used in work. All this leads to an increase in the volume of corporate training, which is not always of high quality and often includes traditional forms in the form of lectures, seminars. In the current situation, it is necessary to apply new approaches, techniques and methods to the education system at different levels in order to develop students' skills that are in demand in a modern technological environment. Modern educational practice is more effective when it uses visualization.

show abstract

Section: Discussionmentioning

confidence: 99%

Visualization in the Context of Motivation Development Within the Framework of Corporate Training

2023

International Journal of Media and Information Literacy

View full text Add to dashboard Cite

show abstract

“…It has the potential to develop a conducive learning environment by applying gamification as a strategy in teaching and as a way of introducing learners to the essence of technologies in their studies. It also has the potential to increase students' motivation in learning as it promotes engagement and an enjoyable teaching-learning process, which enhances their confidence in verbalizing their ideas (Dahalan et al, 2023).…”

Section: Increased Confidence In Expressing Oneselfmentioning

confidence: 99%

Lived Experiences Among Grade 10 Students in Playing 4 Pics 1 Word for Vocabulary Learning

Jaca

Tumulak

Boaquin

2023

Rand. Inter. Edu. Ling. Sci. J.

View full text Add to dashboard Cite

This qualitative study unraveled the lived experiences among Grade-10 (Wisdom) Students of Tuyan National High School in playing the mobile word game 4 Pics 1 Word. The data were gathered through one-on-one interviews using researcher-made questionnaires and analyzed using the Braun and Clarke (2006) six-phase framework for doing thematic analysis, particularly semantic and latent approaches. Based on the findings of the study, the themes that emerged from the students' responses were: challenged, engaged, enhanced critical thinking skills, and increased vocabulary skills which show that students have varied learning experiences. Moreover, the study found that the students’ experiences in playing the word game helped them develop an interest in learning new words, increase their self-confidence in expressing themselves, improved analyzation skills, and improved reading comprehension skills. This implies that their gamified learning experience helped them improve their vocabulary skills and attitudes toward learning vocabulary. Further, this study concludes that gamified learning, surrogated with image presentations, is lucrative to students' experiences in learning vocabulary thus gamified teaching of vocabulary should be imposed.

show abstract

“…Learning through gamification has recently attracted attention from teachers, practitioners and researchers in various subjects and educational levels (Dahalan et al, 2023; Kaya & Ercag, 2023; Oliveira et al, 2023; Saleem et al, 2021). Gamification is defined as the use of game elements such as badges, points and/or leaderboards in none game contexts (Brigham, 2015; Majuri et al, 2018) for creating game‐like experiences (Thomas & Baral, 2023).…”

Section: Introductionmentioning

confidence: 99%

“…Although various terms such as serious games and educational games are similar to gamification, their applications are different. ‘Serious games’ is a broad term representing any game‐based initiative whose primary purpose is more than just pure entertainment (Dahalan et al, 2023). The term serious games can also be attributed to the use of digital games for different purposes, including educational ones (Dehghanzadeh et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Using gamification to support learning in K‐12 education: A systematic literature review

Dehghanzadeh

Farrokhnia

Dehghanzadeh

et al. 2023

Brit J Educational Tech

View full text Add to dashboard Cite

Using gamification to support learning in K‐12 education has received much attention from scholars in recent years. However, there is still a lack of comprehensive understanding of how gamification should be used to effectively enhance the learning experiences of K‐12 students. The purpose of this review was to synthesize research findings on the use of gamification in K‐12 education and to propose an evidence‐informed framework. This framework will guide teachers and scholars in developing gamified learning environments that are effective in improving K‐12 students' learning. In this regard, 54 empirical studies (out of 907 peer‐reviewed articles), dating from 2008 through 2021, were reviewed using the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA) guideline. The findings were systematically categorized into four essential dimensions of learning environments inspired by Biggs' 3P teaching and learning model, ie, ‘individual factors’, ‘environmental factors’, ‘learning process’ and ‘learning outcome’. The review yielded rich findings concerning each dimension, providing K‐12 teachers and scholars with a comprehensive overview of research findings on using gamification for educational purposes. Meanwhile, the findings indicated the lack of empirical studies regarding constructively aligned gamified courses, in which the different dimensions of the adopted framework are implemented and evaluated coherently. The paper concludes by presenting several suggestions and directions for future research to address this shortcoming. Practitioner notesWhat is already known about this topic Gamification has demonstrated the potential to enhance learning outcomes in K‐12 education. There are instances where the findings suggest neutral or negative effects of gamification on students' learning outcomes. There is a lack of a comprehensive overview of empirical findings concerning the effectiveness of gamification in K‐12 education. What this paper adds The study highlights the potential of gamification in enhancing cognitive, affective and behavioural learning outcomes in K‐12 education, mainly by increasing motivation, engagement and competitiveness. The study provides a comprehensive overview of empirical studies on using gamification in K‐12 education. The study proposes an evidence‐informed framework that can serve as a blueprint for developing constructively aligned gamified learning environments for K‐12 education. Implications for practice and/or policy The study presents several up‐to‐date and empirically rooted calls for future research on using gamification in K‐12 education. The study makes evidence‐based recommendations for the effective integration of gamification in K‐12 education.

show abstract

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

Cited by 51 publications

References 94 publications

Visualization in the Context of Motivation Development Within the Framework of Corporate Training

Visualization in the Context of Motivation Development Within the Framework of Corporate Training

Lived Experiences Among Grade 10 Students in Playing 4 Pics 1 Word for Vocabulary Learning

Using gamification to support learning in K‐12 education: A systematic literature review

Contact Info

Product

Resources

About