Gamifying Mathematics for Primary Students in Rural Sri Lanka

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

doi:10.1145/2971485.2971522

Cited by 6 publications

(5 citation statements)

References 6 publications

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“…The commitment and enthusiasm of the students that is detailed in this study is also detailed in recent research (Bell, 2017;Fernández-Rio et al, 2020;Furdu et al, 2017;Halloluwa et al, 2016;López-Faican & Jaen, 2020).…”

Section: Conclusion and Discussionmentioning

confidence: 86%

Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education

Sáez-López,

Grimaldo-Santamaría,

Quicios-García

et al. 2023

Tech Know Learn

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Gamification is an educational methodology and tool that offers benefits through mechanics and dynamics. It brings motivating experiences and benefits to the instructional design approach. Several studies highlight that this methodology fosters contributions in commitment, fun, enthusiasm, motivation, satisfaction, and interaction in pedagogical contexts. The sample of 308 teachers was obtained after the mass delivery of the instrument to educational centers in Spain. The sample is nonprobabilistic, and the study participants voluntarily answered the survey. Of the participants, 69.8% were women and 30.2% were men; this proportion is representative of the population of teachers. A descriptive analysis is based on three dimensions: most used programs, devices used, and didactic functionality. These data are triangulated with an analysis through the HJ-Biplot method, which is presented as a multivariate graphical representation of the data from an Xnxp matrix. This analysis details findings on the determining role played by the teacher and the relationship between years of experience, age, devices used, and resources used, detected with descriptive and bivariate analyses. Among the conclusions are that the subjects positively value training in digital teaching competence in terms of gamification, although in real daily practice only 30% of teachers claim to use gamified tools. Gamification provides collaborative and innovative benefits in relation to its didactic functionality.

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Section: Conclusion and Discussionmentioning

confidence: 86%

Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education

Sáez-López,

Grimaldo-Santamaría,

Quicios-García

et al. 2023

Tech Know Learn

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“…Additionally, feedback from undergraduates of the University of Colombo School of Computing (UCSC) in Sri Lanka highlighted the potential effectiveness of a game-based learning approach for English language acquisition (Fazeena et al, 2013). Another investigation used a development-based approach to explore using gamified mobile applications to enhance mathematics learning in classrooms (Halloluwa et al, 2016). The results indicate a favourable impact of gamification, with teachers identifying various challenges addressed effectively by this innovative approach.…”

Section: Factors Favourable To Adapting Gamification In Slmentioning

confidence: 99%

“…Furthermore, students exhibit enhanced comfort levels in group activities and teacher interactions. This novel method successfully transitions the traditional teacher-centric learning environment towards a student-centric one, empowering students to take charge of their learning through technology (Halloluwa et al, 2016).…”

Section: Factors Favourable To Adapting Gamification In Slmentioning

confidence: 99%

Gamification for Learning English as a Second Language in Sri Lanka

Malintha,

Gunawardhana

2024

Preprint

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Despite the global importance of English proficiency, Sri Lankan students often struggle with mastering the language, as reflected in the country's unsatisfactory ranking in the English Proficiency Index (EPI). The traditional classroom-based teaching methods in Sri Lanka have not effectively addressed these challenges, necessitating innovative approaches to language learning. Gamification, the integration of gaming elements into non-game environments, has shown promising outcomes in enhancing learning motivation and academic performance, particularly in developed nations. However, its application within the Sri Lankan educational context remains limited. This study examines the potential of gamification in learning English as a second language (LESL) in Sri Lanka and identifies factors favourable to its integration into the education system. Key factors include the growing technological infrastructure, high internet penetration, and positive attitudes towards technology among students and teachers. By applying gamification to the educational context, Sri Lanka can revolutionise its language acquisition strategies, bridging the proficiency gap and creating a more engaging and effective learning environment essential for success in today's globalised world.

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“…The analysis revealed a list of game features as shown in Table II, yet it is notable that not all these features influence cognitive, sensory or function experiences of users in the same way. Upon careful examination of these features, the following four types of features are emerged: (Aydin, 2018;Alabbasi, 2017;Bittner and Shipper, 2014;Borras-Gene et al, 2016;Ding et al, 2017;Hakulinen et al, 2015;Hamari andKoivisto, 2015a, Su andCheng, 2015;Koivisto and Hamari, 2014;Malas and Hamtini, 2016;Cheong et al, 2014;Hamari, 2013;Auvinen et al, 2015;Wang et al, 2016;Sailer et al, 2017;Albuquerque et al, 2017;Halloluwa et al, 2016;Hew et al, 2016;Frost et al, 2015;Kwon et al, 2015;Hamari andKoivisto, 2015b, Fajiculay et al, 2017;Buckley and Doyle, 2017;Sigala, 2015b, Gonzalez et al, 2016Browne et al, 2014;Aydin, 2015; 30…”

Section: Findings On Game Design Featuresmentioning

confidence: 99%

“…Alabbasi, 2017;Bittner and Shipper, 2014;Borras-Gene et al, 2016;Ding et al, 2017;Hakulinen et al, 2015;Hamari and Koivisto, 2015a, Su andCheng, 2015;Koivisto and Hamari, 2014;Malas and Hamtini, 2016;Cheong et al, 2014;Hamari, 2013;Auvinen et al, 2015;Wang et al, 2016;Sailer et al, 2017;Albuquerque et al, 2017;Halloluwa et al, 2016;Hew et al, 2016;Frost et al, 2015;Kwon et al, 2015;Hamari and Koivisto, 2015b, Fajiculay et alMekler. et al, 2017;Wang et al, 2016;Sailer et al…”

mentioning

confidence: 99%

Exploring the relationships between gamification and motivational needs in technology design

Tang

Zhang

2019

IJCS

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Purpose Drawing upon the motivational affordance theory, this paper aims to investigate how gamification design and human motivational needs are associated in extant literature. Design/methodology/approach The authors conducted a literature analysis of 60 journal articles that studied motivational influences of gamification in information technology design. Content analysis was used to identify game design features and motivation variables studied in prior literature, and correspondence analysis was used to show the co-occurrence of game design features and basic motivational needs. Findings The results showed that four types of game design features and eight basic motivational needs are studied in this pool of literature. Correspondence analysis indicates some interesting associations between game design features and basic human needs. Research limitations/implications This research used a motivational affordance perspective to interpret the impact of game design features and suggested directions for future investigations. It is limited due to its sample size and considered as an exploratory study. Practical implications This research provided suggestions for technology designers that game design features vary in their motivational influence, and therefore, game design features should be used accordingly to meet users’ motivational needs. Originality/value This research is one of initial studies which explored the association between game design features and basic motivational needs. The findings of this study provide the groundwork for guidelines and strategies to facilitate motivational design in information technology.

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Gamifying Mathematics for Primary Students in Rural Sri Lanka

Cited by 6 publications

References 6 publications

Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education

Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education

Gamification for Learning English as a Second Language in Sri Lanka

Exploring the relationships between gamification and motivational needs in technology design

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