Peeking through the classroom window

Shabrina, Preya; Akintunde, Ruth Okoilu; Maniktala, Mehak; Barnes, Tiffany; Lynch, Collin F.; Rutherford, Teomara

doi:10.1145/3375462.3375525

Cited by 3 publications

(1 citation statement)

References 18 publications

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“…The school use of gamification motivates students to also frequently use the school's LMS. In addition, Shabrina et al (2020) study integrated gamification in their Mathematics Curriculum. The result was an increase in students' engagement and retention of learning.…”

Section: Leveraging Gamification Elements During the Pandemicmentioning

confidence: 99%

Game Changer

Parra

Tan

2021

Int J Innov Educ Res

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The COVID-19 pandemic has caused such an unprecedented disturbance to the world, particularly on the economy, and caused significant disruption to the education ecosystem. It has affected school organizations and forced school leaders to adopt alternative ways of learning. The transition to online education posed many challenges in engaging students to participate actively, and one of the solutions is for teachers to create better digital lessons using gamification elements. But despite the prevalence of technology, educators lack the knowledge and skills to captivate students' interest to participate actively in online learning. At present, there is a dearth of studies on the application of gamification to teachers' online lessons during the COVID-19 pandemic. Educators must capitalize on new engaging technological trends as a form of techno-structural OD intervention to complement their pedagogies, teaching processes and encourage students' online participation. This concept paper highlights the benefits of applying gamification to education, particularly on how teachers can utilize game elements in creating, managing, and updating digitalized lessons to motivate students amidst the pandemic. The paper also explores fostering a healthy culture for students' heightened level of motivation, increased acquisition of knowledge, and learning new skills. It encourages schools to adopt the appropriate type of gamification and suggests future researchers on the various types and elements of gamification that can be adapted by selected schools.

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Section: Leveraging Gamification Elements During the Pandemicmentioning

confidence: 99%

Game Changer

Parra

Tan

2021

Int J Innov Educ Res

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Connecting the dots – A literature review on learning analytics indicators from a learning design perspective

Ahmad

Schneider

Griffiths

et al. 2022

Computer Assisted Learning

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BackgroundDuring the past decade, the increasingly heterogeneous field of learning analytics has been critiqued for an over‐emphasis on data‐driven approaches at the expense of paying attention to learning designs.Method and objectiveIn response to this critique, we investigated the role of learning design in learning analytics through a systematic literature review. 161 learning analytics (LA) articles were examined to identify indicators that were based on learning design events and their associated metrics. Through this research, we address two objectives. First, to achieve a better alignment between learning design and learning analytics by proposing a reference framework, where we present possible connections between learning analytics and learning design. Second, to present how LA indicators and metrics have been researched and applied in the past.Results and conclusionIn our review, we found that a number of learning analytics papers did indeed consider learning design activities for harvesting user data. We also found a consistent increase in the number and quality of indicators and their evolution over the years.

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Trends of Game-Based Learning in Mathematics Education: A Systematic Review

Erşen

ERGÜL

2022

Int. J. of Cont. Edu. Res.

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Teaching mathematics through games is one of the most preferred methods in mathematics education today, just as it was in the past. For this reason, studies discussing the concepts of mathematics education and games are proceeding with increasing momentum. In this study, research studies conducted between 2017-2021 on games and mathematics teaching were analyzed using qualitative methods within the framework of certain criteria, and the trend shown by the studies was determined. In this way, a guide for future studies was also provided. For this reason, the research was carried out in accordance with a systematic review approach. Within the scope of the study, 80 research studies were examined. As a result of the research, it was seen that the most publications were made in 2019 and were of the article type, that studies aimed at determining effect gained importance, and that in the methodological context, quantitative studies were frequently preferred and experimental designs were used accordingly. Furthermore, it was seen that secondary school students were mostly preferred as participants, that the most used type of game was digital computer games, that the games were mostly associated with the “numbers and operations” learning area, and that the research studies mainly achieved positive results for the use of games in mathematics education.

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Peeking through the classroom window

Cited by 3 publications

References 18 publications

Game Changer

Game Changer

Connecting the dots – A literature review on learning analytics indicators from a learning design perspective

Trends of Game-Based Learning in Mathematics Education: A Systematic Review

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