Gamification of DSP: Electronic vs Pen-and-Paper

Martin, Richard R.; Basinet, Kirsten R.; Rosenblum, Jacob; Schwartz, Alexander; Klein, Andrew G.

doi:10.1109/icassp.2018.8461403

Cited by 2 publications

(2 citation statements)

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“…Gamification has pollinated software development in selected courses like engineering for best practices, socialization and improves students' knowledge. Some researchers carried out studies in gamification for various reasons, which consist of facing challenges to initiate software process development (Alhammad&Moreno, 2020), using mobile gaming technologies (Thongkoo,Panjaburee&Daungcharone, Wu, 2014) or digital media (Gekker, 2018), or digital game (Lee, 2019;Barringer, Plummer, Kregenow& Palma, 2018;Martin et al, 2018;Yang, Lin & Chen, 2018;Zinnen, &Godehardt, 2018;Wichadee&Pattanapichet, 2018;Tshering et al, 2018;Stapinski et al, 2017;Ebrahimzadeh,&Alavi, 2017;Reinhardt & Sykes, 2014), combination of technology and information and communication technologies to enhance academic gain (Xanthopoulos&Xinogalos,2018;Appiahene, 2017;Klimova, Blanka&Kacet, 2017;Levitt &Piro, 2014), android application for users (Suprapto&Irrahali, 2019;Kirci&Kahraman, 2015), development of software for educational purposes (Purgina, Mozgovoy, & Ward, 2017;Kuhn & Stevens, 2017;Chubarkova et. al., 2016;Gomez, 2016;), using m-learning app to boost undergraduates' soft skills (Smith, Bille, Southgate,&Stephens,2016), using virtual reality induced with gamification to train students' to improve their communication skills (Lopex& Tucker, 2017; Ruiz et a., 2017;Lochmann, 2016), virtual learning and gamification (Al-Azawei, Baiee& Mohammed, 2019), educational games (Mogrovejo, Mamani, & Tipo, 2019;Homer, Hew & Tan, 2018;Muller et al, 2017;Miladi et.…”

Section: Motivations Related To Rampant Development Of Technologymentioning

confidence: 99%

“…al., 2016;Gomez, 2016;), using m-learning app to boost undergraduates' soft skills (Smith, Bille, Southgate,&Stephens,2016), using virtual reality induced with gamification to train students' to improve their communication skills (Lopex& Tucker, 2017; Ruiz et a., 2017;Lochmann, 2016), virtual learning and gamification (Al-Azawei, Baiee& Mohammed, 2019), educational games (Mogrovejo, Mamani, & Tipo, 2019;Homer, Hew & Tan, 2018;Muller et al, 2017;Miladi et. al., 2017;Al-Azawi, 2017), teaching using instructional video games to enhance vocabulary (Abbasi , 2018;Hadi, 2017), creation of taxonomies that serve as guide for serious games (Yanes&Bououd, 2019;Preito& Medina, 2016), elements of gaming in video games to assist teenagers' acquire informal learning (Coleman & money, 2020;Matijević&Topolovčan, 2019 (Whitton, 2018), implementation of mobile game-transformed lecture-based approach(Thongkoo&Panjaburee, &Daungcharone, 2020), self-directed learning and gamification to improve students' learning , collaborative learning and gamification (Garcia et al, 2018), technology based game (Pitura&Terlecka-Pacut, 2018), gamification to promote game-centric curriculum design and active learning (Martin, et al, 2018).…”

Section: Motivations Related To Rampant Development Of Technologymentioning

confidence: 99%

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A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects

et.al¹

2021

TURCOMAT

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Gamification is a significant pedagogical approach employed to facilitate learning not limited in educational setting but also across other domains. This pedagogical approach is a hot topic among academics from various disciplines. Various studies domains including education, social sciences, healthcare, tourism, engineering, translation, nursing, arts and applied arts have ventured into gamification to aid learning. Different analysis measures were employed by the researchers to carry out studies on experimental research using different samples to develop the articles. This study is developed with the aims to review and analyse the existing literature related to gamification adding to the research methodologies, types of data analyses, significant findings and also samples used to collect the data. The taxonomies developed based on the reviews made have been categorised based on challenges, motivations and recommendations extracted from the researchers who want to take gamification to the next level in different areas of studies. The researchers of this study conducted a systematic search on topics related to gamification, approaches used for the data analysis and studied on the types of data employed. Search on five main databases were carried out namely Scopus, EBSCHO, ScienceDirect, Web of Science and Taylors and Francis from 2012 September to January 2020. These databases searched were sufficient and dependable to write on gamification. Articles were carefully selected on the basis the researchers’’ inclusion and exclusion criteria (n = 312). The first percentage of the studies (n=19/312) focused on game elements in relation to the implementation of gamification across different age of the learners. This portion of the studies (n=107/312) discuss on digital badges, digital gamification/digital tool, game like educational apps. The second section of the study describe about game-based learning in relation to gamification that emphasised on pedagogies, teaching skills, teaching beliefs, lesson outcomes, theories, learners, emotional engagement, innovative teaching and environment. The portion of the studies (n=43/213) discuss on serious games specifically game principles, behaviour, collaborative work, video games and accommodation of psychological needs. The fourth portion (n=66/312) is on novel emerging trends in gamification namely flipped classroom, blended learning in gamification, collaborative learning and gamification, mobile learning and gamification, CLIL and gamification, MOOC and problem solving that led to transformative pedagogy. The fifth portion (30/312 is on game based eLearning and the last portion is on motivation (47/312). Technological advancement and rapid development in information and communication technologies has increase researchers’ interest to pursue research in gamification to use it as a meaningful pedagogical tool to sustain students’ learning.

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