The Gamification Model for E-Learning Participants Engagement

Rutkauskiene, Danguole; Gudonienė, Daina; Maskeliūnas, Rytis; Blažauskas, Tomas

doi:10.1007/978-3-319-39690-3_26

Cited by 14 publications

(17 citation statements)

References 11 publications

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“…Various models and frameworks for gamification have been introduced in past studies (e.g., Mora et al, 2015; Rutkauskiene et al, 2016). These have been extensive in explaining the level of learning amongst students while the learning outcomes for a lesson are fulfilled (Mora et al, 2015; Rutkauskiene et al, 2016). However, Mora et al (2015) classify previous gamification models and frameworks in terms of generic and business-specific ones.…”

Section: Resultsmentioning

confidence: 99%

“…From a psychological perspective, the review in Tables 3 and 4 highlights that users’ social constructs are considered by all the reviewed frameworks and models. Various authors stress that the psychological perspective must be present in the gamification design process (Mora et al, 2015; Rutkauskiene et al, 2016). Additionally, authors also promote the development of a complete and generic gamification framework from a new and unique perspective (not in the existing literature) so that it has the characteristics that enable it to be adopted in any environment (Mora et al, 2015; Rutkauskiene et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

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“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

Yasin

Gilani²,

Nair

2021

Industry and Higher Education

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This paper explores the effects of gamification (a game-based student response system) on student learning in the United Arab Emirates (UAE). The data, collected through a series of semi-structured in-depth interviews with 32 learners, were analyzed using qualitative thematic analysis (i.e., template analysis). Based on an in-depth analysis of the data using NVIVO 10, the authors propose and apply the “PERI” model to develop multi-focal insights into gamification and its influences on student learning. The model proposed is original and comprehensive, encompassing (1) Preferabilities (P), (2) Experiences (E), (3) Recommendations (R), and (4) Impressions (I). Although most of the findings were positive with regard to application and receptivity across all dimensions of the PERI model for the gamification tool—a game-based student response system (GSRS) used for delivering education—they also reveal areas in need of development for the successful embedding of gamifying technology–enhanced learning provisions and their efficacy in teaching and learning pedagogy. The conclusions of this study outline implications for educators, students, education leaders, and gamification product developers.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

Yasin

Gilani²,

Nair

2021

Industry and Higher Education

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“…Although there are several models related to the use of gamification in education (Uhr et al, 2015;Rutkauskiene et al, 2016;Zaric et al, 2017), the game-based model presented in this contribution is based on the six areas of competence related to the Questionnaire for Learning Strategies. The six areas of competence are: managing processes and strategies for understanding and remembering; orientating and organizing in the study tasks; relating and collaborating with others; controlling and managing anxiety and emotions; perceiving competence and locus of control; controlling and protecting emotions.…”

Section: Objectives and Methodsmentioning

confidence: 99%

A Game-Based Model to Enhance Learning at University

Marsano¹

2019

Education and New Developments

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The present doctoral research, through the adoption of a game-based model, intends to promote the development of learning strategies of the students who encounter greater difficulties along their academic path. The game-based model consists in educational activities that have characteristics linked to the dimensions of video games, gamification and Alternate Reality Games. Particularly, the game-based model targets students of the Degree Courses in Educational Sciences and Primary Teacher Education of the University of Roma Tre that have encountered greater difficulties in their studies. The paper presents the results obtained at the end of the try-out phase, which was carried out within two workshops of the Degree Course of Primary Teacher Education at the University of Roma Tre with the aim of testing some components of the game-based model.

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“…Table 1 provides additional information on differences between gamification and GBL from three different perspectives: challenge, content, and cost. Researchers have modeled gamification of learning in different context (e.g., in MOOCs [20] and in eLearning [21]). For our purpose, a model for virtual team collaborative learning (LIC) based on gamification of education, collaborative learning, virtual teams, and technology [22] is especially interesting.…”

Section: Games and Gamification In Educationmentioning

confidence: 99%

Gamified Learning of Project Business Skills

Koivisto

2022

Int. J. Adv. Corp. Learn.

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During the recent years, scholars have paid a lot of attention to game-based and gamified learning. Although recent studies have offered some mixed results, most scholars believe that gamification increases the student engagement, collaboration, and communication. In our study, we applied gamification to learn skills required to manage a large project portfolio with many simultaneous project and project opportunities. In the empirical part of the study, we investigate post-graduate students’ feedback on the project portfolio management (PPM) workshop using both content and sentiment analysis. The complexity of the human nature makes studies on learning extremely challenging and vulnerable to human errors and biases. To increase the accuracy of our study we applied a machine learning assisted approach and used machine learning both to validate the conceptual framework of our study and to verify the correctness of the manual feedback categorization. The results of the experiment indicate that students’ sentiment towards the PPM workshop was positive, and gamification seems to be a suitable method of learning project business skills. The more detailed analysis revealed that a gamified PPM workshop is a motivating method of learning the creation of the management system for an organization and different kinds of portfolio management tasks like resource allocation, scheduling, and prioritization. Similarly, this kind workshop seems to be a less suitable way to study financial management and especially the customer and supplier network management.

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The Gamification Model for E-Learning Participants Engagement

Cited by 14 publications

References 11 publications

“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

A Game-Based Model to Enhance Learning at University

Gamified Learning of Project Business Skills

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