The Model for Introduction of Gamification into E-learning in Higher Education

Urh, Marko; Vukovič, Goran; Jereb, Eva; Pintar, Rok

doi:10.1016/j.sbspro.2015.07.154

Cited by 260 publications

(200 citation statements)

References 33 publications

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“…More recently, it has also been suggested that players of commercial games are developing problem solving and literacy skills (Urh et al, 2015). It means that the good commercial games have good learning principles that provide opportunities for gamers to engage and improve their skills during gameplay.…”

Section: Educational Gamesmentioning

confidence: 99%

Gamification Approach to Enhance Students Engagement in Studying Language course

Cahyani

2016

MATEC Web of Conferences

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Many researchers have attempted to utilize gamification to increase student engagement, motivation and achievement in the classroom with varying degrees of accomplishment. This research attempts to review of existing literature on the subject as well as the implementation of gamification on Language course. It aims to get better understanding of how gamification can efficiently be used in education. This analysis reveals that the underlying fact that make games engaging are already utilized in pedagogical practices. There are two important recommendations from this research. First, use gamified learning scenario as an activity, to encourage students trying new things and avoiding fear to make a mistakes. Secondly, the gamification in education setting needs students to participate deliberately to ensure the gamification retains the game-like nature.

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Section: Educational Gamesmentioning

confidence: 99%

Gamification Approach to Enhance Students Engagement in Studying Language course

Cahyani

2016

MATEC Web of Conferences

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“…At the same time, it contributes to higher public status of an institution of higher education and development of digital skills of students, teachers and administrative staff. Urh et al [15] write that "e-learning is being introduced as a fundamental part of the student learning experience in higher education". Divjak and Begičević [16] state that e-learning "supports skills needed in knowledge-based society and includes different teaching methods".…”

Section: State Of the Artmentioning

confidence: 99%

Key Factors of an Organization’s Environment for the Acquisition and Assimilation of an Innovation

Buć¹,

Divjak²

2018

JIOS

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The paper deals with influential factors of an organization's environment in the initial phase of diffusion of innovations (DOI) within the organization. A qualitative research was carried out with two expert groups: one for the diffusion of e-learning as an innovation in a higher education institution and the other for the diffusion of the Building Information Modelling (BIM) in a Construction Industry. The research disclosed 20 common factors. The internal environment group covers management support, the attitude towards innovation, strategic planning and communication, motivation and expertize of employers, available resources and IT maturity level of an organization. The group of business environment factors consists of competitors, clients and partners, supply and demand balance on the specific market for goods and services. In the social environment group, three factors are recognized on the national level and two on the global levels. The holistic model combines the theory of DOI and the concept of absorption capacity.

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“…Es indudable que la investigación en gamificación está en sus inicios (Urh, Vukovic, Jereb y Pintar, 2015); y, además, existen voces que recuerdan la dificultad que supone implementar metodologías gamificadas (Barragán, 2015) que tienen el riesgo de fracasar si no están bien planificadas o ligadas a objetivos didácticos concretos, y que, además, gamificar requiere un gran consumo de tiempo por parte de los docentes ya que ha de hacerse para un grupo de clase específico (Brigham, 2015). Sin embargo, sus beneficios quedan demostrados en experiencias concretas que se han llevado a cabo y que exponen como resultado que una buena implementación de la gamificación repercute positivamente en el proceso de enseñanza-aprendizaje (Moreno et al, 2014;Torres, 2016;Tauler;.…”

Section: Discusión Y Conclusionesunclassified

Necesidades formativas del profesorado de Secundaria para la implementación de experiencias gamificadas en STEM

Hurtado¹,

Martínez²

2017

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ResumenLa formación de ciudadanos competentes tecnológicamente es uno de los retos a los que los docentes de Secundaria se enfrentan hoy en los países desarrollados, donde se espera una creciente demanda de profesionales del ámbito científico-tecnológico (Convert y Gugenheim, 2005), pero se observa desinterés por esta rama del conocimiento (Marbà y Márquez, 2010). De ahí parte la iniciativa STEM (Science, Technology, Engineering & Maths) (Stohlmann, Moore y Roehrig, 2012) que promueve el estudio integrado de estas materias. Buscando la excelencia académica por medio de metodologías que motiven al alumnado, la gamificación presenta características suficientes para ser considerada un elemento de mejora del proceso de enseñanza-aprendizaje. Este artículo presenta, mediante un análisis documental, los tres saberes (contenidos, pedagogía y tecnología), que siguiendo el modelo pedagógico TPACK (Mishra y Koehler, 2006) deben ser desarrollados por los docentes de STEM para implementar experiencias gamificadas. Palabras claveFormación docente, gamificación, Secundaria, STEM, TPACK. AbstractTraining citizens to develop their technical competence is a great challenge for Secondary Education teachers in developed countries, where demand for scientific and technical professionals is expected to increase (Convert y Gugenheim, 2005), but students show a lack of interest in this field (Marbà y Márquez, 2010). As a consequence of this, STEM emerges (Science, Technology, Engineering & Maths) (Stohlmann, Moore y Roehrig, 2012) to promotes integrated learning. Looking for academic excellence through methodologies that motivate students, gamification has characteristics to be considered as an important element in order to improve teaching-learning process. This article shows, by means of a documentary analysis, the three knowledge areas (contents, pedagogy and technology) that follow TPACK model (Mishra y Koehler, 2006) and should be developed by STEM teachers to implement gamified experiences. Key words Gamification, Secondary, STEM, teachers training, TPACK. Introducción.La Sociedad del Conocimiento (SC) en la que vivimos se encuentra en constante cambio y esto se refleja también en las instituciones educativas. El nuevo paradigma educativo exige que se transforme la figura tradicional del profesorado como mero transmisor de conocimientos (Von Garnier, 2010) y que, como consecuencia de ello, este asuma cada vez más el rol de guía, acompañante o facilitador del aprendizaje

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The Model for Introduction of Gamification into E-learning in Higher Education

Cited by 260 publications

References 33 publications

Gamification Approach to Enhance Students Engagement in Studying Language course

Gamification Approach to Enhance Students Engagement in Studying Language course

Key Factors of an Organization’s Environment for the Acquisition and Assimilation of an Innovation

Necesidades formativas del profesorado de Secundaria para la implementación de experiencias gamificadas en STEM

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