The Study of the Teachers' Readiness in Applying Cloud Computing in Learning

Kiryakova, Gabriela; Angelova, Nadezhda; Yordanova, Lina

doi:10.15547/artte.2018.03.009

Cited by 32 publications

(48 citation statements)

References 3 publications

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“…A game is designed for entertainment, while gamification is designed to "engage people, motivate action, promote learning, and solve problems" [7]. Some organizations gamify learning by simulating real-world situations for specific training [9]. Marketers use gamification to engage customer engagement and reward loyalty [10].…”

Section: What Is Gamification?mentioning

confidence: 99%

Prisms of Neuroscience: Frameworks for Thinking About Educational Gamification

Serice

2023

ACRT

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The mind, brain, body, and environment are inextricably interconnected. In the field of education, this neuropsychologically-backed claim suggests that to optimize learners’ (1) educational experiences, (2) retention of knowledge, and (3) creative use and application of knowledge beyond the classroom walls, teaching practices in all content areas must align with all parts of what makes us human. Unlike hardwired computers, our neuroplastic brains change with environmental interactions via our bodies. This article examines technology as an extension of cognition, where gamification emerges as a fundamental rather than supplemental tool for educators to co-construct knowledge with students. Gamification supports student learning and holistic well-being when considering affective, social, and motoric entanglements with cognitive processes. This article creatively employs five neuroscientific “prisms” to support and explain this humanistic claim. When synthesized, these refracted dimensions provide a framework for thinking about how, why, and when gamification functions as a valuable 21st-century educational tool.

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Section: What Is Gamification?mentioning

confidence: 99%

Prisms of Neuroscience: Frameworks for Thinking About Educational Gamification

Serice

2023

ACRT

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“…Gamification in education uses game mechanics and elements in the educational environment (Kiryakova et al, 2014). Regarding the gamification elements used.…”

Section: Figure 2 Duration Of Implementation Of Gamificationmentioning

confidence: 99%

“…This is adherent to the idea that rewarding the efforts and achieving results by awards leads to increased motivation for participation and activity. In addition, cooperation among students is a key component in implementing active learning effectively (Kiryakova et al, 2014). Despite the good intentions of these strategies, if this is not well-communicated to the students, giving points, assigning level, and requiring group tasks may become detrimental to the achievement of learning outcomes.…”

Section: Figure 2 Duration Of Implementation Of Gamificationmentioning

confidence: 99%

Key Challenges and Barriers in Gamification: A Systematic Review

Sabornido¹,

A.²,

Niepes³

et al. 2022

APJAET

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This paper aimed to synthesize the key challenges and barriers in implementing gamification at the tertiary level. Using PRISMA 2020, a systematic review was conducted with searches in databases such as ProQuest, ResearchGate, Scopus, and a manual search in Google Scholar from June to July 2021. The selected studies were analyzed following Braun and Clarke’s (2006) six-phase thematic analysis framework. The result revealed four themes such as 1) not all students are fully-engaged; 2) tasks were not completed; 3) performance was compromised, and 4) problems in attitude arose. These themes underscored the key challenges and barriers in gamification. This review concluded that no matter how the design and implementation are well planned, obstacles and drawbacks will be present. This systematic review reinforces the idea that knowing the challenges and barriers will help implementors of gamification to strategize in overcoming these obstacles that may come in their way. Keywords: barriers in gamification, challenges in gamification, tertiary level

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“…The information society or digital age are names for the times we live in, in which technology and innovation are becoming increasingly important not only in society itself [10], but also in education. Recent studies [11] point out that, nowadays, children are in interaction with digital technologies immediately from the moment of their birth [12], [13], literally are growing up in an environment of the Internet and computing devices [14], [15], [16], [17], [18]. They participate more in online games than in direct communication with peers, teachers, and parents in the real world.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Digital Games in Technology Education

Tureková

Brečka

2023

Int. J. Eng. Ped.

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The paper contributes to solving the issue of digital games in education. It explains concepts such as gamification and Digital Game-Based Learning; it focuses on the typology of games and the positives and negatives of playing digital games while discussing the aspects of their implementation in education. The case study presented in the paper examines in more detail digital games as a supplement to the learning environment in technically oriented education at the primary level of elementary schools in Slovakia. The main focus is put on an analysis of digital and education aspects of selected digital games. Specifically, based on nine game assessment criteria, such as game content in line with the objectives, application of cross-cutting themes, motivation, way of manipulation, active participation of the pupil, design/graphic processing, playing time, game model and its objective. Each of these criteria can influence the application of selected games in teaching; therefore, we assessed the games individually through these criteria.

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The Study of the Teachers' Readiness in Applying Cloud Computing in Learning

Cited by 32 publications

References 3 publications

Prisms of Neuroscience: Frameworks for Thinking About Educational Gamification

Prisms of Neuroscience: Frameworks for Thinking About Educational Gamification

Key Challenges and Barriers in Gamification: A Systematic Review

Assessment of Digital Games in Technology Education

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