The implementation of game based learning as part of the corporate competence development

Senderek, Roman; Brenken, Benedikt; Stich, Volker

doi:10.1109/icbl.2015.7387632

Cited by 13 publications

(6 citation statements)

References 17 publications

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“…Therefore, researchers examined the influence of users' intentions to use gamification for learning and training by examining and exploring the psychological effects that are essential for learning, determining and applying social behavioral relevance to gamification [38]. In addition, researchers have studied the factors that affect users' perceptions and intentions to use gamification [34], [28]. A further study was carried out on how social cohesion and badges motivate group work on complex organization problems by employees using gamification [43].…”

Section: A Social Motivation In Moodle Gamified Training Platformmentioning

confidence: 99%

Continuance Intentions to Use Gamification for Training in Higher Education: Integrating the Technology Acceptance Model (TAM), Social Motivation, and Task Technology Fit (TTF)

2020

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Despite the public enthusiasm for gamification training for employees, gamification is not yet been fully incorporated for instructor training in universities. Previous studies have examine factors that improves employee participation, motivation and engagement that leads to the employee intentions to use gamification for training. Therefore, in this study, task technology fit (TTF), social motivations (SM) and knowledge gain from using gamifiction were investigated. The TAM is enhanced with other factors; such as the task technology fit (TTF) and social motivation. The TTF is used to examine gamification utility, while social motivation is used to examine social influence (SI) and social recognition (SR). Data were collected in two phases, in the first phase 375 data were used for the TAM, secondly, 31 data were used for the pre and posttest. A structural equation model were presented to test the TAM while the t-test were used to study the knowledge gain from using the gamification system. However, the foundation for understanding instructors' behavior in this study's context are: (1) perceived usefulness and attitudes are crucial to the continuance intentions to use gamified Moodle for training; (2) perceived usefulness mediates the relationships among social recognition, TTF, perceived ease of use, and social influence on continuance intentions; (3) when predicting continuance intentions, TTF, social recognition, social influence, and perceived ease of use are vital; (4) TTF positively affects perceived ease of use; and, unexpectedly, (5) the TTF and social influence have no significant effects on perceived usefulness. Detailed results and educational implications are discussed.

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Section: A Social Motivation In Moodle Gamified Training Platformmentioning

confidence: 99%

Continuance Intentions to Use Gamification for Training in Higher Education: Integrating the Technology Acceptance Model (TAM), Social Motivation, and Task Technology Fit (TTF)

2020

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“…Integrate game mechanics (i.e. game design elements) with learning to push play forward and motivate participants to engage with the content (Cabellero et al , 2021; Senderek et al , 2015). Use points that let participants “level up” and leaderboards that allow them to evaluate progress compared to peers (Wang, 2002).…”

Section: Establish a Blueprint For Applying Game Mechanicsmentioning

confidence: 99%

Five key areas to consider before using gamification in learning and development

Parkerson

2023

SHR

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Purpose The purpose of this paper is to inform readers about the use of gamification and active learning as effective learning methods, particularly in hybrid, diverse and global organisations. Design/methodology/approach This study takes an advisory approach based upon experienced delivery of blended learning and gamification in an human resources (HR), training and development environment. Findings The introduction of gamification and blended learning is like any other method of development. It is only as good as the planning. Gamification as a novel way of learning will not last the distance without setting objectives, planning how to reach them, evaluation and ongoing support for behavioural change. Originality/value To the best of the authors’ knowledge, this paper is the viewpoint of the author and has not been published elsewhere.

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“…Implementation is an act of a sequential, careful and detailed plan that has been drawn up by someone which is then implemented in a real form. Senderek, Brenken & Stich (2015) notes that there are several processes in implementing game-based learning include Quizizz based application are identification of target group and learning needs, selection of learning content and game genre, design of game elements and dimensions and controlling. The first step is the identification of the target group and its learning requirements is central to the successful implementation of game based applications.…”

Section: The Implementation Of Quizizz In Teaching Readingmentioning

confidence: 99%

Quizizz Based Application in Teaching Reading in an Indonesian EFL Junior High School Context

Nurhaya

Abduh

2023

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This study employs a case study design with a qualitative descriptive approach that aimed to shed light on; (1) the teachers’ perception on Quizizz in teaching reading, (2) the implementation of Quizizz in teaching reading and, (3) the impacts of Quizizz on students’ reading comprehension. The participants of this research were three teachers selected through purposive sampling. The instruments used were observation, interview and teachers’ documents. The findings of this research revealed that; (1) stemming on teachers’ interview, teachers’ perception on Quizizz in teaching reading was classified into two categories namely highly and moderately perceived on Quizizz in teaching reading. Furthermore, (2) the implementation of Quizizz in teaching reading was classified into two categories namely moderately implemented and lowly implemented in utilizing Quizizz in teaching reading. Finally, (3) the findings had shown that Quizizz had positive impacts on students’ reading comprehension in literal level, inferential level, critical level and creative level. The findings of this study underline the potential of digital applications like Quizizz in revolutionizing the pedagogical approach in Indonesian EFL classrooms, particularly in the teaching of reading skills.

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The implementation of game based learning as part of the corporate competence development

Cited by 13 publications

References 17 publications

Continuance Intentions to Use Gamification for Training in Higher Education: Integrating the Technology Acceptance Model (TAM), Social Motivation, and Task Technology Fit (TTF)

Continuance Intentions to Use Gamification for Training in Higher Education: Integrating the Technology Acceptance Model (TAM), Social Motivation, and Task Technology Fit (TTF)

Five key areas to consider before using gamification in learning and development

Quizizz Based Application in Teaching Reading in an Indonesian EFL Junior High School Context

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