University Students’ Views on the Application of Gamification in Distance Education

Abstract

The COVID-19 affecting the whole world has also affected education. Education has changed from face-to-face education to distance education. In distance education, it is the most basic duty of teachers to increase students’ participation in the lesson, motivate their learning and increase their motivation. Gamification, which is one of the new learning approaches that has come to the fore in the education process, can be used for active learning activities in this model. This study was aimed to determine university students’ views on gamified education. In this context, gamification activities were used in the teaching process. In this study, the qualitative research method was used. The study group of the research consists of 30 second-grade students studying at North Cyprus and some Russian Universities, in the Faculty of Education, Department of Preschool Education. The application was carried out within the scope of the computer I course in the 2020–2021 fall semester. The interview form developed by the researchers was used as a data collection tool within the scope of the research. In preparing the interview questions, the final form of the questions was given by taking the opinions of four experts. Content analysis was used in the study of the data. The findings obtained as a result of the research are given in detail in the findings and results section.

Efecto de la gamificación en el aprendizaje activo: Revisión sistemática

“…Simplificación del proceso EA La carga emocional de la gamificación debe ser usada de manera consciente para conseguir no solamente procesos educativos entretenidos y motivados sino también prácticos y sencillos. Para finalizar, es importante conocer los aportes y recomendaciones de los autores, para ello se pueden sintetizar en cinco categorías: en primer lugar, el uso de la inteligencia artificial como una oportunidad para utilizarla dentro del proceso educativo, puesto que es una realidad que llegó para quedarse e implica que tanto los docentes como los estudiantes universitarios la utilicen de manera responsable (Ozcinar et al, 2021). La gamificación exige el uso de esta tecnología de manera interactiva, pero entretenida (Patil y Kumbhar, 2021;Murillo et al, 2021).…”

Multi-Label Classification of Learning Objects Using Clustering Algorithms Based on Feature Selection

“…In the literature, a few studies have emerged multi-label classification paradigm and LOs in the e-learning approach. In these articles, diverse approaches have been recommended to incorporate feature-label selection into learning object content in order to enhance recommendation and accessibility [26]. These studies' focal point is on the manner to readjust formal single-label classifiers to stem multiple labels.…”

Developing a Model for e-Learning Activities Based on Digital Incentives Within the Context of COVID-19 and its Effectiveness in Developing Meta-Cognitive Thinking Among Higher Education Students

“…Incentivizing activities can also be relied on to release adaptive incentives that promote cooperative learning processes more interactively [19][20][21]. Also, incentivizing activities facilitate learning, improve student participation, and motivate students to expand their knowledge and develop their cognition [22][23][24].…”