The Effect of Gamification on Home Economics Students' Motivation and Engagement in Drawing Activities

Baiden, Patrick; Essel, Harry Barton; Vlachopoulos, Dimitris; Tachie-Menson, Akosua; Essuman, Michael Ato

doi:10.1007/s10758-021-09566-7

Cited by 7 publications

(7 citation statements)

References 34 publications

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“…In general, it can be said that students' self-efficacy expanded because they had the chance to learn about textile weaving and practice the skill in depth by exploring pertinent information in the interactive multimedia content. Students are inclined to learn when they experience interesting and engaging learning activities [9] including hands-on events and tasks that facilitate teamwork [7]. As students attend face-to-face classes and ask their teacher questions about subjects or themes they do not understand in the flipped classroom, this condition increases student self-efficacy and academic achievement.…”

Section: Synthesis Conclusion Limitations and Recommendationsmentioning

confidence: 99%

“…With the increasing infiltration of 21st-century technologies into classroom activities [5][6][7], the flipped classroom (FC) approach has gained traction in high school [8]. Further, the FC approach has attained popularity in recent years as a technology-supported instructional innovation that utilises the classroom period for students to actively engage in interactive learning tasks, which incorporate scaffolding and individualised feedback from the teacher, while teachers' conventional teaching approach is delivered via asynchronous video lessons outside of the class period [9,10].…”

Section: Introductionmentioning

confidence: 99%

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Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy

et al. 2022

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The study analysed the impact of the flipped classroom (FC) approach on weaving experience, self-efficacy and students’ learning achievement. To achieve this purpose, a quasi-experimental (pre-test/post-test) design, with a control group and an experimental group, was implemented. A mixed methods approach was used to evaluate the outcomes of the intervention. Forty- four first year senior high school students of an elective textile education subject participated in the study. An academic achievement test and a semi-structured group interview were employed as data-gathering instruments. Descriptive and inferential statistics (parametric and nonparametric tests), as well as thematic analysis were used to analyse the data collected. Findings of the study indicated that, regarding the acquisition of skill set and the maintenance of academic achievement, the students in the treatment group taught using the FC approach obtained higher levels of achievement juxtaposed with the students in the control group tutored with a traditional teacher-centred approach. The study further established that a flipped-classroom approach was engaging, interactive and exciting for students. The students in the experimental group, via the qualitative inquiry, expressed satisfaction with the practice in weaving and felt elevated in their knowledge, attitudes, self-learning, problem-solving and critical thinking skills acquisition. Therefore, the study recommended that the school adopt the FC approach as a method of teaching studio-based Visual Art subjects to support instructional hours.

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Section: Synthesis Conclusion Limitations and Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy

et al. 2022

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“…Studies on gamification were available that deal with one or more sub-dimensions of engagement. Erümit and Yılmaz (2022) found out that gamification activities enriched with various game elements (competition, leaderboard, level-up, points, prizes, cups, and badges), and Kahoot as the gamified application had a significantly positive effect on undergraduate students' There is a strong relationship between motivation and engagement if a learning environment is enriched with more enjoyable gamification activities (Adams & Du Preez, 2022;Baiden et al, 2022;Jayalath & Esichaikul, 2022). That is why many studies focus on gamification elements and tools in the literature.…”

Section: Engagement In Gamificationmentioning

confidence: 99%

Effects of Gamification on Active and Reflective Learners' Engagement and Cognitive Load

Topu

2023

Kuramsal Eğitimbilim

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The aim of this study was to investigate effects of gamification on active and reflective learners' engagement and cognitive load. It was also presented both of groups’ experiences in 10-week gamification process in comparison. Participants consisted of 70 undergraduate students (45 active, 25 reflective learners). According to results, both active and reflective learners were high rate behavioral, emotional, and cognitive engagements in gamification, and had low cognitive load. There was no any significant difference between groups' engagement and cognitive load. It was determined that the Challenge and Competition, Engagement in Group Tasks and In-Class Activities, Leaderboard, and Reward System were common themes regarding the pros and cons of gamification process. “Challenge and Competition” theme had the highest frequency totally in terms of pros of gamification process whereas “Engagement in Group Tasks and In-Class Activities” theme had the highest ones in terms of cons. Although it was available common themes related to pros and cons of gamification, it was determined similarities and differences in active and reflective learners' opinions on various codes in themes. Consequently, characteristic features affected reaction toward gamification elements and process.

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“…This study aims to explore the adoption of new pedagogic activities, strategies and techniques by implementing gamification where teachers are tasked with experimenting on the use of new activities and strategies in their class and score points either through delivering or designing new activities for other teachers to use, or by observing teachers' experimentation and offering feedback. Vlachopoulos and Makri (2017) and Baiden et al (2022) highlight the motivational benefits of using gamification through technology to embed practices and achieve outcomes in educational organisations. It is used in the context of this study as a method for assessing the efficiency of individual take up of teaching strategies, techniques or activities that are shared through a process of collaborative, observation and reflection.…”

Section: Introductionmentioning

confidence: 99%

The Use of Gamification as a Vehicle for Pedagogic Sharing and Teachers’ Professional Development

Greaves

Vlachopoulos

2022

RIED

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Gamification introduces game mechanics into organizational contexts to improve impacts, outcomes, or staff engagement in an identified area of focus. This action research explores the potential of gamification as a system for the sharing of pedagogic practice in an international secondary school. The study investigates whether a gamified approach can address the identified drawbacks of more traditional out of workplace, leader driven continuing professional development (CPD) workshops by offering an alternative that spreads pedagogic practice through a school. The study uses a 6-week activity encouraging teachers to create, develop, and share their pedagogical practice through live demonstration with an observing peer for critical feedback. Each part of this process scored points to create the gamified elements. The study gained data through fourteen participants, all teachers at the school with a mixture of experience. Participant perceptions on the impact of the gamified process in its success in fostering the sharing of pedagogic practice, fostering collaboration, and acting as an alternative to traditional CPD were gained through the completion of pre-gamification and post-gamification surveys. The findings show positive support for the use of gamification in a school context for increasing pedagogical sharing, enhancing individual teacher’s confidence in their depth and use of different strategies, and that gamification can provide a positive professional development vehicle for schools. It identifies new avenues for further research in the use of gamification for school CPD, and whether gamification should be used to support or replace more traditional CPD practices in schools.

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The Effect of Gamification on Home Economics Students' Motivation and Engagement in Drawing Activities

Cited by 7 publications

References 34 publications

Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy

Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy

Effects of Gamification on Active and Reflective Learners' Engagement and Cognitive Load

The Use of Gamification as a Vehicle for Pedagogic Sharing and Teachers’ Professional Development

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