On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification &amp; social networking

de‐Marcos, Luis; García-López, Eva; García-Cabot, Antonio

doi:10.1016/j.compedu.2015.12.008

Cited by 237 publications

(153 citation statements)

References 16 publications

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“…The results of the students' assessments of problem-solving ability and academic achievement showed that both the experimental group and the control group increased their performance level when they worked on solving the problems and acquiring problem-solving skills. Many researchers (e.g., de-Marcos et al, 2016;Foster, Anthony, Clements, Sarama, & Williams, 2016;Maier et al, 2016;Pilli & Aksu, 2013;van der Kleij et al, 2012) believe that computer-based assessment and instruction is a powerful learning tool that affords many benefits to students, such as enhancing their learning performance, attracting their attention, and increasing their learning motivation.…”

Section: Discussionmentioning

confidence: 99%

“…Many researchers have indicated that employing CAAF to provide personalized teaching and remedial materials is essential to improving students' learning behaviors (de-Marcos, Garcia-Lopez, & Garcia-Cabot, 2016;Hsiao et al, 2014) and academic achievement in different disciplines (Hsiao et al, 2015;Hsiao, Chang, Lin, & Wang, 2016;Walkington et al, 2015;Yung & Paas, 2015). From a practical point of view, the mathematical ability of each student may contribute to the interpretation of individual differences in problem-solving.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

Hsiao

Lin

Chen

et al. 2017

EURASIA J MATH SCI T

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This study explored problem-solving in middle school, focusing on how students use tools to solve problems when working on mathematical tasks. The Problem-solving Assessment, Diagnosis, and Remedial Instruction (PSADRI) system was designed and developed as an individual teaching tool to support mathematics education, foster students' ability to solve problems. A quasi-experimental design was conducted during five weeks. The 153 students who participated in this experiment were divided into an experimental group (86 students who used the PSADRI system) and a control group (67 students who received traditional instruction). The results revealed that the students who used the PSADRI system achieved greater learning performances in mathematics and improved problem-solving ability compared with the students who received traditional instruction. Using the question-guided training function in the system, the students in the experimental group used the drill-and-practice strategy to solve math problems step by step to achieve mastery in mathematics learning. Moreover, the students' learning performance in the experimental group was enhanced and their problem-solving ability was improved. The major contributions of this study were the improvement in middle school students' academic achievement in mathematics and problem-solving ability and enhanced interest in mathematics learning via the PSADRI system, an individual teaching system.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

Hsiao

Lin

Chen

et al. 2017

EURASIA J MATH SCI T

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“…A análise dos dados comprova que existe um favorecimento no uso de elementos típicos do modelo Points, Badges and Leaderboards -PBL, baseado em elementos mais comumente associados aos jogos (pontos, medalhas e rankings). Esse modelo costuma ser amplamente adotado por sua facilidade de implementação e ampla divulgação, porém estudos apontam que o uso desses recursos de forma superficial não atingem o efeito de motivação desejado [de Marcos et al 2016]. [Chou 2015] também destaca que apenas o uso ad-hoc de elementos de jogos não garante que uma solução gamificada se torne eficaz.…”

Section: Elementos De Jogos Utilizadosunclassified

“…A maior parte dos trabalhos utiliza ferramentas e sistemas já existentes, como o Moodle ( [Gené et al 2014 [Holman et al 2013], [Dicheva et al 2014]), ou adotaram um esquema híbrido, executando parte da gamificação em uma ferramenta própria e parte em uma ferramenta ou ambiente já existente na instituição onde o experimento foi executado ([de Marcos et al 2016]). E importante refletir sobre o papel da ferramenta na metodologia gamificada.…”

Section: Ferramentas Utilizadasunclassified

Metodologias gamificadas para a educação: uma revisão sistemática

Brito¹,

Madeira²

2017

Anais Do XXVIII Simpósio Brasileiro De Informática Na Educação (SBIE 2017)

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Abstract. Gamification has been a promising approach to tackle student motivation issues in the educational context, through the use of game elements which promote better engagement in the learning process. A lot of research has focused on proposing gamified methodologies for education, but little has been explained about the design and choices made in the construction of the solutions. This work presents a literature review of gamification methodologies with the purpose of observing their creation process, evaluating how and why game elements and tools are usually chosen.Resumo. A gamificaçãoé uma abordagem promissora para ajudar a resolver o problema motivacional dos alunos no contexto educacional, através do uso de elementos de jogos que promovem um maior engajamento no processo de ensino-aprendizagem. Muitos trabalhos de pesquisa têm proposto metodologias gamificadas para a educação. No entanto, pouco tem sido explicado sobre a concepção destas metodologias e sobre como tem sido feita a escolha dos elementos de jogos utilizados na solução para a problemática identificada. Esse trabalho propõe uma revisão sistemática da literatura com intuito de observar como ocorre o processo de concepção dos ambientes educacionais gamificados, desde a escolha dos elementos de jogos até as ferramentas utilizadas. IntroduçãoA desmotivação estudantilé um fenômeno mundial observado em diferentes níveis de escolaridade [Hartnett et al. 2014], podendo ser considerada uma consequência da inadequação das práticas tradicionais de ensino frente aos novos aspectos culturais de gerações mais jovens, principalmente no tocante ao acessoà informação e uso ubíquo das tecnologias como ferramentas do dia-a-dia. Isso demonstra que os jovens alunos necessitam de novos modelos de ensino-aprendizagem que sejam mais interativos, estimulem a proatividade, colaboração, inovação e outras habilidades consideradas essenciais para o novo perfil de formação exigido pela sociedade atual [Coutinho and Lisbôa 2011].Dentre os esforços empreendidos para ajudar a solucionar este problema, umá area que se destacaé a Gamificação [Deterding et al. 2011], que utiliza elementos e técnicas dos jogos digitais para promover um maior engajamento no processo de ensinoaprendizagem. Muitos trabalhos de pesquisa têm sido direcionados neste sentido, visando propor metodologias gamificadas com aplicação direta em sala de aula ou através de ambientes virtuais de ensino. No entanto, pouco tem sido explicado sobre a concepção destas

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“…6 Learning based on e-learning, being ubiquitous, allows easy access anywhere; 3,7 in addition, the design of games or simulations, included in web platforms, enables the teaching to be more dynamic. 8,9 The nursing professionals are the most important, 10 health workers that use a mobile phone for work. They use their personal mobile phones in order to acquire information and to be in contact with the rest of the health team.…”

Section: Introductionmentioning

confidence: 99%

Mobile Web Platform for the Improvement of Knowledge and Actions under Nursing Care

Abellán¹

2017

NCOAJ

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Introduction: The great development of information and communication technologies (ICTs) in recent decades has made possible the growth of new ways of the training in the health field.Objectives: To develop and evaluate the effectiveness of a mobile web application by the CIPP method that, in a fast manner, allows the healthcare professional, to have a quick response system that is clear and concise, allowing the professional to obtain solutions to specific problems and risks in order to improve the care which is provided.Methodology: This study has been structured in two phases: first, to develop a manageable web platform that is accessible from any mobile device; and second, to perform a dual assessment of the platform.

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On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking

Cited by 237 publications

References 16 publications

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

Metodologias gamificadas para a educação: uma revisão sistemática

Mobile Web Platform for the Improvement of Knowledge and Actions under Nursing Care

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