The Model for Gamification of E-learning in Higher Education Based on Learning Styles

Zaric, Nadja; Šćepanović, Snežana; Vujičić, Tijana; Ljucovic, Jelena; Davčev, Danco

doi:10.1007/978-3-319-67597-8_25

Cited by 22 publications

(38 citation statements)

References 7 publications

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“…The results highlighted that the students' personalities can be a predictor for their preferred learning styles. A different study by [26] revealed that certain gamification elements and learning activities have a positive impact on learners' motivation based on the Felder-Silverman Learning Style Model. By combining these various research, the proposed Hybrid Learning Model creates unique learning systems that best fit with the students' personalities, as shown in Table 1.…”

Section: The Hybrid Learning Modelmentioning

confidence: 99%

“…At the end of the learning period of three days, the top three students with the highest points on the leaderboard are rewarded with gift cards. [25] and Zaric [26] Students who scored high in conscientiousness are sensing and intuitive learners. They learn information in a systematic and organized way and prefer concrete and practical procedures.…”

Section: The Hybrid Learning Modelmentioning

confidence: 99%

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The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

Kang¹,

Kusuma²

2020

Adv. sci. technol. eng. syst. j.

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Currently, there is a growing interest for applying gamification in e-learning due to innovations in technologies and pedagogies. However, motivation and engagement related problems can arise when the gamification elements are not personalized to match the individual's needs. Therefore, this research proposes a Hybrid Learning Model that combines both Gamification and Personality Traits to increase academic achievement and motivation for students who are studying foreign languages online. The methodology for the Hybrid Learning Model includes three different stages: pre-play stage where the students' personalities are gathered using the Big Five Personality questionnaire, gameplay stage where students' dominant personalities are examined to create gamified learning systems based on the Felder-Silverman Learning Style Model, and the post-play stage where the effectiveness of the Hybrid Learning Model is measured through a recall test to measure achievement and an ARCS motivation questionnaire to measure motivation using various statistical analysis. The Hybrid Learning Model is applied to a language learning web application named VocaManager and tested the Korean vocabulary skills of non-native students who were learning Korean at a local language center in Indonesia. Using SPSS software, the results showed that students who studied under the Hybrid Learning Model had a significant improvement in both their learning achievements and motivation. In addition, the research revealed a significant positive correlation between students' motivation and students' academic achievements.

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Section: The Hybrid Learning Modelmentioning

confidence: 99%

Section: The Hybrid Learning Modelmentioning

confidence: 99%

The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

Kang¹,

Kusuma²

2020

Adv. sci. technol. eng. syst. j.

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“…The use of gamification in e-learning also has a connection between learners' learning style, achievements, and behaviors (Zaric, Scepanovic, Vujicic, Ljucovic & Davcev;2017).…”

Section: Gamification and Sustainability In Recent Yearsmentioning

confidence: 99%

Security and Ethics in Sustainable E-Learning and Gamification Framework for Higher Education

2021

IJWI

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“…In other words, they are cognitive instruments designed to encourage students to learn more independently and actively (Amriani, Aji, Utomo & Junus 2013). According to Urh et al (2015), higher education institutions seek to "achieve the goals and effects, such as high degree of satisfaction, motivation, effectiveness and efficiency of students" (p 389) by means of e-learning systems. In addition, e-learning tools aim to support the contact between students and teachers, reciprocity and cooperation between students, communication between all participants as well as the possibility to learn from each other (Shea, Picett & Pelz 2003).…”

Section: E-learning Systems and Gamificationmentioning

confidence: 99%

“…The primary objective when relating gamification with online learning is to enhance the engagement and motivation of learners by using gaming techniques. It is sought to trigger a more engaging and efficient learning behaviour (Muntean 2011) and balance both, e-learning and gamification, to provide the optimal requirement for the so-called state of flow (Urh et al 2015). The state of flow is characterized by an optimal experience where the learner entirely focuses on the activity at hand.…”

Section: E-learning Systems and Gamificationmentioning

confidence: 99%

Differences in the Perception of E-Learning Resources: A Cross-Cultural Analysis of Logistics Students in Austria and the Czech Republic

Gaisch

Rammer

Gregor

et al. 2019

JIBRM

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The aim of this study is to analyse and compare online learning preferences of higher education students taking a degree in logistics both in Austria and the Czech Republic. It is sought to grasp aspects that support the acceptance of online learning material and to identify how learning styles and societal and disciplinary cultures influence the perception of e-learning resources. In this context, the acceptance of gamification elements is investigated in more detail to shed light on the preferences of the respective learning culture. This investigation is embedded in a larger EU project that seeks to foster cross-border cooperation between two technical oriented higher education institutions and the local industry. Due to increasing international cooperation and emerging markets, a profound understanding of multinational aspects as well as the differences in geographical perspectives have become major drivers for international business. Within this project it is intended to produce e-learning material for four technical disciplines that can be used by students and regional employees of these fields. To make most practical use of the provided e- learning resources, it is critical to know about the contextual differences and the learning preferences of each disciplinary and societal learning group. The focus of the present investigation is placed on logistics only. To get deeper insight into the perception of logistics students with regard to e-learning resources, a questionnaire was set up and distributed among Bachelor students at both sides of the border. It was found that apart from individual factors such as openness to learning opportunities or independence of learning, also the respective subject area and the cultural and institutional attitude towards e-learning have substantial impact on the learning behaviour and the individual perception of what constitutes a valuable e-learning resource.

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The Model for Gamification of E-learning in Higher Education Based on Learning Styles

Cited by 22 publications

References 7 publications

The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

Security and Ethics in Sustainable E-Learning and Gamification Framework for Higher Education

Differences in the Perception of E-Learning Resources: A Cross-Cultural Analysis of Logistics Students in Austria and the Czech Republic

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