Social network analysis of a gamified e-learning course: Small-world phenomenon and network metrics as predictors of academic performance

de‐Marcos, Luis; García-López, Eva; García-Cabot, Antonio; Merodio, José Amelio Medina; Domínguez, Adrián; Martínez-Herráiz, José-Javier; Diez-Folledo, Teresa

doi:10.1016/j.chb.2016.02.052

Cited by 83 publications

(60 citation statements)

References 29 publications

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“…Another study by Luis and others (2016) analyzes the structure of the social network resulting from a gamified social undergraduate course as well as the influence that student's position has on learning achievement. The study focuses on the social gamification of e-learning to analyze the effects of gamification in the resulting structure of the network and it also examines how the position of each particular learner impacts in her learning performance [16].…”

Section: Related Workmentioning

confidence: 99%

Framework for Gamification Based E-Learning Systems for Higher Education in Egypt

Elabnody

Fouad

Maghraby

et al. 2017

IJICIS

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With gamification, design elements known from games can be used in several ways; Businesses have begun to use gamification to enhance profitability, staff have turned work into a game in order to reduce the monotony, serious applications like work and education are being started using mechanisms borrowed from game design, by adding elements from games into non-game e-learning applications. This study aims to identi how the elements of gamification affect user experience and increase their engagement with registered subjects. Through a dynamic question selection approach based on'the gamification tactics, the real exams of a number of students showed the improvement of their knowledge acquisition by 55% over the traditional examination approaches.

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Section: Related Workmentioning

confidence: 99%

Framework for Gamification Based E-Learning Systems for Higher Education in Egypt

Elabnody

Fouad

Maghraby

et al. 2017

IJICIS

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“…While most students are familiar with the array of social media channels for personal interactions, they are less skilled in using online collaborative tools in a professional business setting. Online collaborative tools are now used in the workplace to interacting with colleagues; crowdsource ideas; create innovative marketing content; and engage potential customers (De-Marcos et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Internationalization of students’ learning using online technology: Lessons learned

Mejtoft

Cripps

Berglund³

et al. 2019

Humanizing Technology for a Sustainable Society

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The global nature of business has increased the importance of students' international experience during their studies at the university. Using interactive technologies the projects investigated ways to increase students' motivation to take responsibility for the learning process by creating "real" international co-creation experience online. This paper presents learnings from two consecutive international collaborative teaching between Edith

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“…At the same time, modern telecommunication technologies make it possible to receive education online, which creates a number of advantages (access to educational courses of universities around the world, saving travel time, convenience for people with advanced requirements) [12][13][14][15][16]. Massive open online courses (MOOCs) are beginning to gain great popularity [17][18][19][20][21].…”

Section: Introductionmentioning

confidence: 99%

Regularities in the social network’s user distribution by the number of mutual contacts

Bakirov

Сулейменов²

2019

TNC

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This paper describes a study in which the pattern of distribution of the number of friends among users of the Vkontakte social network among residents of eight large cities of the CIS (Moscow, St. Petersburg, Almaty, Novosibirsk, Tashkent, Kiev, Yekaterinburg, Pavlodar) was studied. Experimental data show that this distribution is of a similar nature for all selected cities. A semi-empirical model was built, on the basis of which an explicit form of theoretical dependence was obtained, describing the nature of the distribution of the number of mutual contacts (“friends”) of users of social online networks. It is shown that this theoretical dependence agrees with satisfactory accuracy with experimental data for a sufficiently large sample of cities. It is established that the Dunbar number, which is included in the dependencies considered as a control parameter, is a characteristic of the communication environment of each specific city and correlates with the population of the city.

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Social network analysis of a gamified e-learning course: Small-world phenomenon and network metrics as predictors of academic performance

Cited by 83 publications

References 29 publications

Framework for Gamification Based E-Learning Systems for Higher Education in Egypt

Framework for Gamification Based E-Learning Systems for Higher Education in Egypt

Internationalization of students’ learning using online technology: Lessons learned

Regularities in the social network’s user distribution by the number of mutual contacts

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