The Role of Creative Communications and Gamification in Student Engagement in Higher Education: A Sentiment Analysis Approach

Bilro, Ricardo Godinho; Loureiro, Sandra María Correia; Angelino, Fernando

doi:10.1177/0973258621992644

Cited by 19 publications

(13 citation statements)

References 83 publications

(106 reference statements)

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“…As noted above, gamified learning and game-based learning (GBL) tend to exert positive effects on learning outcomes and the learners themselves. For example, it has been pointed out that the development of basic personal skills, including highly valuable soft skills for organizations such as those related to teamwork, as well as learning in a variety of subjects, can be effectively supported by games in an efficient, attractive and motivating way [30,[37][38][39][40]. However, the use of games for learning purposes in HIEs is not without controversy, not only in terms of whether and to what extent their effects are always beneficial [41] but also with respect to their theoretical foundation [30,42].…”

Section: Does Game-based Learning Work In Hies? Its Theoretical Foundationmentioning

confidence: 99%

Fostering University Students’ Engagement in Teamwork and Innovation Behaviors through Game-Based Learning (GBL)

et al. 2021

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Higher Education Instituions (HEIs) should be the driving force behind the training of college students in terms of both hard and soft skills (for example, innovation and teamwork competencies), and they should also do so without neglecting their health and well-being, perhaps more than ever in these complex times of the SARS-CoV2 pandemic. Game-based learning (GBL) could be a powerful and useful tool in this regard. There is, however, some controversy surrounding the use of games for learning purposes in higher education institutions, and most of the research done about this issue corresponds to GBL through digital games. Under this background, the main objective of this study was to test the effect of GBL on the intrinsic motivation (IM), teamwork engagement (TWE), team building (TB), teamwork competence (TWC), and innovation behaviors (IWB) of 142 college students of Health Sciences and Social Work. After rehearsing in small groups, the game was tested (T2). Our results obtained through the differential analyses confirmed that undergraduates were more intrinsically motivated, experienced more TWE, TB, and TWC, and developed more IWB than before playing the game (T1). Therefore, the development of core personal skills might be promoted effectively by games in an efficient, engaging, and motivating way.

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Section: Does Game-based Learning Work In Hies? Its Theoretical Foundationmentioning

confidence: 99%

Fostering University Students’ Engagement in Teamwork and Innovation Behaviors through Game-Based Learning (GBL)

et al. 2021

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“…Among these studies, an increasing trend of using third-parties SA software emerges. MeaningCloud (Bilro et al, 2022) or RStudio packages (Okoye et al, 2020) facilitate the utilization of SA in broader educational contexts and better explore its potential contributions in this field. However, we caution against the massive adoption of these solutions, as they might not be successfully enough in achieving current challenges of SA (e.g., use of specialized vocabulary, interpretation of negations and idioms, conducting SA at topic level within a text… in highly formal contexts), causing significant methodological flaws in research results.…”

Section: Information Extractionmentioning

confidence: 99%

Sentiment analysis for formative assessment in higher education: a systematic literature review

Grimalt‐Álvaro

Usart

2023

J Comput High Educ

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Sentiment Analysis (SA), a technique based on applying artificial intelligence to analyze textual data in natural language, can help to characterize interactions between students and teachers and improve learning through timely, personalized feedback, but its use in education is still scarce. This systematic literature review explores how SA has been applied for learning assessment in online and hybrid learning contexts in higher education. Findings from this review show that there is a growing field of research on SA, although most of the papers are written from a technical perspective and published in journals related to digital technologies. Even though there are solutions involving different SA techniques that can help predicting learning performance, enhancing feedback and giving teachers visual tools, its educational applications and usability are still limited. The analysis evidence that the inclusion of variables that can affect participants’ different sentiment expression, such as gender or cultural context, remains understudied and should need to be considered in future developments.

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“…In this kind of role-playing game, groups of students, with different backgrounds in their respective field of study, were given roles in forms of cards and would converse with each other about a given scenario [4]. In addition, it has been suggested that the implementation of gamified aspects in the teaching process has been successful in the field of student engagement, which might refer to gamified quizzes and not a full game [5]. There is also application regarding stakeholder engagement in communities, as video game RPGs have shown promising results.…”

Section: Literature Reviewmentioning

confidence: 99%

A Narrative-Driven Role-Playing Game for Raising Flood Awareness

2022

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In the framework of a water resources management class in the Technical University of Crete, a narrative-driven role-playing game (RPG) was planned and tested in the classroom, with the intent to raise awareness among the students on how floods can have an impact on the everyday lives of different citizens. During this game, the students had the opportunity to act as different stakeholders. In order to assess the impact of this game on participants’ thoughts of who might be affected by a flood event, two questionnaires were used, one before and one after the game. The results show that there was very positive feedback from the participants on how this RPG helped them realize the different implications a flood event might have on citizens and decision makers. The community-based aspect that was chosen for this RPG implementation showed the difficulties the specific roles would face as single individuals and as a community in general. Using a similar approach can help any stakeholder understand the challenges in a more direct way than with traditional lecturing and presentations.

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The Role of Creative Communications and Gamification in Student Engagement in Higher Education: A Sentiment Analysis Approach

Cited by 19 publications

References 83 publications

Fostering University Students’ Engagement in Teamwork and Innovation Behaviors through Game-Based Learning (GBL)

Fostering University Students’ Engagement in Teamwork and Innovation Behaviors through Game-Based Learning (GBL)

Sentiment analysis for formative assessment in higher education: a systematic literature review

A Narrative-Driven Role-Playing Game for Raising Flood Awareness

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