Stories from the Frontier: Bridging Past and Present at Hadrian’s Wall

Stocks, Claire

doi:10.1515/tc-2019-0008

Cited by 4 publications

(3 citation statements)

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“…This depends on the users and game components used in the e-learning. This follows what was done by Wijaya et al [9], Karner and Hartel [10], and Stocks et al [11] in their research which states that gamification influences the understanding of learning material.…”

Section: Introductionsupporting

confidence: 88%

Design Gamification Model in Local History Learning

Shavab¹,

Sofiani²

2023

Proceedings of the Fifth Sriwijaya University Learning and Education International Conference (SULE-IC 2022)

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The background of this writing is that lecturers are still not maximal in developing teaching materials or local history learning models in the classroom. This can be seen by the fact that there are still many lecturers who use power points, modules, and lecture methods that are not updated according to the times. This paper aims to describe the design of gamification models in local history learning activities in the classroom. The method used in this study is the literature review method. That study critically examines knowledge, ideas, or findings in the theoretical and methodological literature on a particular topic. The design of the gamification model that can be done in learning activities is to prepare the gamification teaching materials in advance and determine the elements that will be used in learning activities. In this design, the components used are user, task, level, point, badge, and leader boards. The learning steps, namely, the lecturer provides an explanation of the application that will be used, divides the class into several groups consisting of 3-4 people, conducts class discussions with fellow groups in doing the tasks in the application, interacts with students related to the experiences they have had. Already felt related to the use of applications and materials obtained, reflecting on the learning activities that have been carried out.

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Section: Introductionsupporting

confidence: 88%

Design Gamification Model in Local History Learning

Shavab¹,

Sofiani²

2023

Proceedings of the Fifth Sriwijaya University Learning and Education International Conference (SULE-IC 2022)

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“…An IF with virtual images leads players through a simulated Vindolanda Roman auxiliary, allowing them to experience history as visitors to Rome's past. (Stocks, 2019) Religious studies A teacher designs two text adventure games that teach stories from the Old Testament using digital tools. (Lester, 2018) Note: This table presents seven themes uncovered in the thematic analysis along with topic, description of the intervention, and reference citation.…”

Section: American Slaverymentioning

confidence: 99%

Current attitudes on digital interactive fiction and text adventure games within learning contexts: A systematic literature review

Wright,

Weible

2024

Journal of Research in Science, Mathematics and Technology Education

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This systematic literature review investigated 10 years of scholarly literature (2012-2022) referencing “interactive fiction” (IF) and “text adventure” within educational or learning contexts.  A systematic review protocol containing the following steps was adopted: a) database search with parameters; b) full-text article screening; c) data extraction; and d) thematic analysis.  Seven unique themes emerged from a thematic analysis of 63 high-quality scholarly articles: a) the immersive aspects of “YOU”; b) IF as a creative writing medium; c) improving reading literacy through IF; d) history instruction facilitated through IF; e) learning technology through IF; f) introducing complex topics and issues through IF; and g) building a community around IF.  Results of this study suggest that reading and writing in the nonlinear tradition results in rich, multidisciplinary learning outcomes.  Educators across disciplines are encouraged to consider ways in which they might integrate IF into their curricula to take advantage of the unique and broad benefits of practice.

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“…In addition, it can offer various materials that you want to learn, can be done anytime and anywhere; the last is independence in learning because the instructions are clear [24]. Not only that, gamification supports a deeper understanding of the historical objects it studies [25].…”

Section: Understand the Materialsmentioning

confidence: 99%

Gamification in History Learning: A Literature Review

Shavab¹,

Yulifar²,

Supriatna³

et al. 2021

Proceedings of the 6th International Conference on Education &Amp; Social Sciences (ICESS 2021)

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This paper aims to describe the use of gamification in history learning. Gamification is the use of games and their elements in classroom learning activities. The implementation of gamification requires a platform that teachers and students can access. The platform can use an existing platform or create your own. Gamification is needed as a way to solve problems found in the classroom. The research method used in this paper is a literature review, which is research that critically examines the knowledge, ideas, or findings contained in academic-oriented literature and formulates theoretical and methodological contributions to specific topics. Gamification literature has been widely used in contributing to learning activities, including history learning. Several studies have attempted to explain how the use of gamification in historical learning activities and measure the effect of the use of gamification in history learning. As research findings, we identified several effects of using gamification in historical education, including the learning process, gamification components, teacher perceptions, interests, understanding material, student involvement in learning, motivation and interests, and student perceptions.

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Stories from the Frontier: Bridging Past and Present at Hadrian’s Wall

Cited by 4 publications

References 0 publications

Design Gamification Model in Local History Learning

Design Gamification Model in Local History Learning

Current attitudes on digital interactive fiction and text adventure games within learning contexts: A systematic literature review

Gamification in History Learning: A Literature Review

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