Towards a motivational design? Connecting gamification user types and online learning activities

Bovermann, Klaudia; Bastiaens, Theo

doi:10.1186/s41039-019-0121-4

Cited by 112 publications

(85 citation statements)

References 43 publications

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“…Wong and Chong ( 2018 ) added immediacy, frequency, and duration key factors in online engagement and its level. Bovermann and Bastiaens ( 2020 ) presented gamification and games as efficient tools and activities to engage students during online learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Emergency remote learning during COVID-19 crisis: Students’ engagement

2021

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Student engagement in online learning enhance students performance and the outcomes of the learning process in online learning environment. The existed literature revealed various factors influencing student engagement in online leaning, however these studies were before the COVID-19 crisis. The purpose of the current paper is to explore the factors that influence student engagement in online learning during the COVID-19 crisis in middle school settings in developing countries where is a lack of studies about the factors influencing student’s engagement in emergency remote learning during the crisis. A qualitative approach was used for data collection and analysis. Semi-structured interviews with 34 participants (14 students, 13 teachers, and 7 parents) were conducted for 20–30 min. Furthermore, online class observations were used for data collection; 13 online classes were observed. Each class was 40 min. A thematic analysis was used to categorize the findings into themes and subthemes. The findings of the study revealed that various factors influence student engagement in online learning during the crisis including infrastructure factors, cultural factors, digital inequality, and the threat to digital privacy. Cultural factors were the important factor that influences females because of parents’ culture and their bias against females using online learning compared to male students. Teachers’ presence and quality of content were the major factors that influence student engagement, where parental concerns, norms, and traditions emerged as the major factors in the crisis, influencing engagement. Most of the participants reported that teaching and learning online during the crisis has broadened the digital inequality and threatened their digital privacy which influenced negatively student engagement. The limitations of this research included the limited number of participants covering a large geographic area, and the research design using diverse and often limited educational software and delivery methods. Future studies could utilize a mixed-method approach and include more participants. Supplementary Information The online version contains supplementary material available at 10.1007/s10639-021-10566-4.

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Section: Literature Reviewmentioning

confidence: 99%

Emergency remote learning during COVID-19 crisis: Students’ engagement

2021

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“…В последствии авторы продолжают свои исследования и выделяют принципы геймификации, реализация которых необходима для достижения желаемого учебно-познавательного эффекта в соответствии с вызовами цифровой экономики [6]. K. Bovermann, T. J. Bastiaens описывают игровые механики, особенности проектирования игровых образовательных пространств [18]: сюжетная составляющая; требования к отбору содержания мира; специфика системы задач; необходимость подготовки квалифицированных игропедагогов; эмоциональное оформление, поддержанная правилами начисления очков, системой рейтинга. O. C. Yung, S. N. Junaini, A.…”

Section: обзор литературыunclassified

Formation of computational thinking skills in the development of computer games for educational purposes

Soboleva¹,

Kirillova²,

Lomakin³

et al. 2021

P Sci Edu

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The problem and the aim of the study. The problem, to be solved by the study, is proper to the need to expand the goals of the education system, to update tools and methods based on digital technologies, that promote the activation of a sequence of images from a person's memory, formulate a problem, and compose an effective solution algorithm. For the formation of the relevant skills that determine the essence of special computational thinking, the authors propose to include in the educational and cognitive activities of students the practice of developing game educational spaces using digital gamification resources. Research methods. To obtain theoretical generalizations was used the analysis of scientific works on the problem of defining the phenomenon of "computational thinking", the apply of digital resources of gamification in teaching. The HTML 5 language as a software implementation tool was used. The study involved 26 bachelors of the Institute of Mathematics, Informatics and Physics in the direction 01.03.02 Applied Mathematics and Informatics and 13 students in the direction 44.04.01 Pedagogical education (master's level) of Vyatka State University. The experiment used the Student's t-test. Results. The authors clarify the essence of the concept of "computational thinking", includes a system of actions for activating patterns from human memory, connections between them; problem statement into account the uncertainty of the future; drawing up an effective solution algorithm using digital technology tools. The authors described directions of educational and cognitive activities, based on the principles of gamification: obtaining relevant information on advanced technological developments; problem statement and modeling; creation of your own software product. The effectiveness of the proposed approach was assessed and statistically significant differences in qualitative changes in temp> tcrit were revealed at α = 0.05 (8,2> 2,06). In conclusion the authors generalized the conditions that influence the formation of computational thinking: obtaining relevant scientific and theoretical facts, patterns, information on innovative methods and tools; reasoned choice, effective implementation at a high technical level; analysis of the result and its practical application.

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“…E-Learning has been studied thoroughly in the literature from different points of view; i.e., attitudes and performances (Kumi-Yeboah et al 2017 ; Yeh et al 2019 ), learning management systems (Janson et al 2017 ), and online courses and e-activities (Bovermann and Bastiaens 2020 ). However, conducting an “e-assessment” (Boitshwarelo et al 2017 ) of students’ performances under e-proctoring tools is still very limited (Milone et al 2017 ; Boitshwarelo et al 2017 ), especially during the COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

E-proctored exams during the COVID-19 pandemic: A close understanding

Kharbat

Daabes

2021

Educ Inf Technol

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Researchers have focused on evaluating and exploring the online examination experience during the COVID-19 pandemic. However, understanding the perceptions of using an e-proctoring tool within the online examination experience is still limited. This study explores the first unique experience for students’ attitudes and concerns using an e-proctoring tool in their final exams during the COVID-19 pandemic. It also highlights the e-tools’ impact on students’ performances to guide educational institutions towards appropriate practices going forward, especially as the pandemic is expected to have far-reaching consequences. A mixed-methods analysis was used to examine heterogeneous sources of data including self-reported data and officially documented data. The data was analyzed by a qualitative analysis of the focus group and quantitative analyses of the survey questions and exam attempts. In June 2020, students participated in a focus group to elaborate on their attitudes and concerns pertaining to their e-proctoring experience. Based on the preliminary outcomes, a survey was developed and distributed to a purposive sample ( n = 106) of students from information technology majors who had taken at least one e-proctored exam during the COVID-19 pandemic. Finally, 21 online exams with 815 total attempts were analyzed to assess how well students performed under an e-proctored test. The study’s findings shed light on students’ perceptions of their e-proctoring experience, including their predominant concerns over privacy and various environmental and psychological factors. The research also highlights challenges in implementing the e-proctoring tool as well as its impact on students’ performance.

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Towards a motivational design? Connecting gamification user types and online learning activities

Cited by 112 publications

References 43 publications

Emergency remote learning during COVID-19 crisis: Students’ engagement

Emergency remote learning during COVID-19 crisis: Students’ engagement

Formation of computational thinking skills in the development of computer games for educational purposes

E-proctored exams during the COVID-19 pandemic: A close understanding

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