Gamification for development: a case of collaborative learning in Sri Lankan primary schools

Halloluwa, Thilina; Vyas, Dhaval; Usoof, Hakim; Hewagamage, K. P.

doi:10.1007/s00779-017-1073-6

Cited by 37 publications

(40 citation statements)

References 53 publications

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“…In recent years, scientific literature on gamification has become a growing phenomenon for instructional contexts situated in various disciplines at different levels of education; in primary school (Halloluwa et al, 2018), middle school (Hsu, 2016), high school (Stoyanova et al, 2018), and university (Bouchrika et al, 2019;Buckley & Doyle, 2016;Hassan et al, 2019).…”

Section: Literature Review Digital Gamification In Efl Contextmentioning

confidence: 99%

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Mahbub

2022

JEELS

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This study is an endeavor to depict undergraduate students’ perception of a digital game-based learning (DGBL) platform called Kahoot! integrated into the undergraduate students’ learning. To this end, a sequential explanatory study was employed. Undergraduate students from a private university in Indonesia (N=21) agreed to participate in this study. A web-based five-point Likert scale questionnaire was developed to examine their perceptions of this platform. A focus-group interview was also conducted to detect their in-depth feelings. The results indicated that they positively appreciated the integration of this tool into classroom instructions. Implications, conclusion and limitations were then discussed.

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Section: Literature Review Digital Gamification In Efl Contextmentioning

confidence: 99%

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Mahbub

2022

JEELS

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“…"Gamification" is a relatively new term used by researchers to refer to "the use of video game elements (rather than full-fledged games) to improve user experience and user engagement" in non-game contexts (Deterding, Dixon, Khaled, & Nacke, 2011, p. 2426. Previous research has argued that taking game mechanics and gameplay features such as avatars, badges, points, leaderboards, levels, and progress bars and incorporating them into the learning process can trigger positive engagement amongst primary and secondary learners (Mystakidis, Lambropoulos, Fardoun, & Alghazzawi, 2014), while Halloluwa, Vyas, Usoof, and Hewagamage (2018) report that participation in a gamified learning experience encouraged Sri Lankan pupils as young as eight years old to take ownership of their own learning, thus suggesting a shift towards a more learnerdriven collaborative environment.…”

Section: The Interventionmentioning

confidence: 99%

Self-organised learning: Empowering the most marginalised schools of rural Greece?

Lymperis¹

2019

JALT

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Keywords AbstractEnglish as a foreign language (EFL); Greece; rural schools; self-organised learning environments (SOLE).Despite increasing demands in the labour market for higher-order thinking skills, along with OECD reports highlighting an urgent need for a curriculum reform in the crisis-ridden country that will aim to adopt a more holistic approach to the education and development of its young people, Greece is still ranking among the lowest across 30 OECD countries in terms of performance on 21st century competencies, such as creativity, while also performing well below average on foundational literacies such as scientific and cultural and civic literacy. It should be hardly surprising that the structural constraints imposed by a debt-ridden economy seem to weigh heavily on the administrators, who, recognising the need for the nation to play catch-up, are currently amidst a curricular reform for a number of secondary school subjects, yet inevitably pushing over 500 of the most marginalised primary schools operating in rural and socioeconomically challenged parts of the country down the list of priorities. It is against this very backdrop, then, that questions such as "How can we do more with less?" have greater currency than ever. This ongoing scholarship investigates the design of a targeted intervention aiming to provide support for the more disadvantaged state schools where there is currently no provision for the teaching of English as a Foreign Language (EFL) due to geographical and budgetary constraints. 'Self-organised learning' as an alternative, cost-effective model for the enactment of the primary English curriculum to current approaches has been put to the test. Pupils from eight such schools participated in a quasiexperiment consisting of weekly sessions where they were encouraged to self-organise, take responsibility for the direction of their own learning, demonstrate initiative, and collaborate effectively. Preliminary findings are discussed in terms of behavioural changes regarding the abovementioned skills, including the participants' preparedness to self-direct.

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“…Children must be prepared to acquire abilities and knowledge in the actual world and the application of technology in the learning environment will allow them to use their thinking abilities to reach social and emotional development [ 11 , 12 ]. Learning environments enriched with technology in its variety [ 13 , 14 ] will improve attention levels, motivation, knowledge and students’ abilities in a positive way, especially in children with language disorders and special education [ 15 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

Literacy Toy for Enhancement Phonological Awareness: A Longitudinal Study

Ramos-Galarza

Arias-Flores

Cóndor-Herrera

et al. 2020

Lecture Notes in Computer Science

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In this report it is presented the results of a longitudinal pre-experimental study, it was realized a technological intervention to stimulate the phonological awareness through a tangible reading toy based on the RFID technology, consisting of a teddy bear and 30 letters in 3D from the Spanish alphabet. This study started with a sample of 200 children, from them, there were selected 17 children aged between 6 and 7 years (Mage = 6.47, SD = .51) with a phonological disorder from an educative institution. The procedure consisted of obtaining pre-test and post-test values with the Evaluation of Phonological Awareness (PECFO). Sampling inclusion criteria considered children presenting problems of phonemes’ recognition and its relationship with graphemes. During 30 weeks it was realized an intervention with the technological toy and at the end of the sessions, it was applied the post-test. Results of phonological awareness showed statically significant differences among the pre (M = 12.88, SD = 3.53) and post-test (M = 17.17, SD = 2.96) this contributes to the empirical evidence of the intervened group improvement in this cognitive function t(16) = −3.67, p = .002. From this research it is projected proposing technological innovations contributing in the treatment of children’s cognitive difficulties.

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Gamification for development: a case of collaborative learning in Sri Lankan primary schools

Cited by 37 publications

References 53 publications

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Self-organised learning: Empowering the most marginalised schools of rural Greece?

Literacy Toy for Enhancement Phonological Awareness: A Longitudinal Study

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