Usage of a mobile social learning platform with virtual badges in a primary school

Botički, Ivica; Baksa, Jelena; Seow, Peter; Looi, Chee-Kit

doi:10.1016/j.compedu.2015.02.015

Cited by 160 publications

(107 citation statements)

References 18 publications

Supporting

Mentioning

103

Contrasting

Unclassified

Order By: Relevance

“…At university level, 1 study has reported results involving graduate students (Nevin et al, 2014), while at K-12 level, 3 studies have reported results involving elementary school students (Boticki, Baksa, Seow, & Looi, 2015;Simoes, Mateus, Redondo, & Vilas, 2015; , 2 studies have reported results involving middle school students (Attali & Arieli-Attali, 2015;Long & Aleven, 2014 ) and 2 studies have reported results involving high school students (Davis & Klein, 2015;Paiva, Barbosa, Batista, Pimentel, & Bittencourt, 2015). A possible explanation of this disproportion is that perhaps it is easier for college instructors to experiment with using gamification in their own courses.…”

Section: What Educational Level Is Targeted?mentioning

confidence: 74%

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Dichev

Dicheva

2017

Int J Educ Technol High Educ

780

523

View full text Add to dashboard Cite

Gamification of education is a developing approach for increasing learners' motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers' understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach. Keywords: Gamification in education, Gamifying learning, Critical literature review, Empirical studiesThe idea of incentivizing people is not new but the term "gamification" didn't enter the mainstream vocabulary until 2010. Only a year later it became a viable trend. The growing popularity of gamification is stemming from the belief in its potential to foster motivation, behavioral changes, friendly competition and collaboration in different contexts, such as customer engagement, employee performance and social loyalty. As with any new and promising technology it has been applied in a diversity of domains, including marketing, healthcare, human resources, training, environmental protection and wellbeing. Gamification is a multidisciplinary concept spanning a range of theoretical and empirical knowledge, technological domains and platforms and is driven by an

show abstract

Section: What Educational Level Is Targeted?mentioning

confidence: 74%

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Dichev

Dicheva

2017

Int J Educ Technol High Educ

780

523

View full text Add to dashboard Cite

show abstract

“…Mobile technologies enable students and educators to share information easily, communicate, and coordinate projects (Snell & Snell-Siddle, 2013). Furthermore, m-learning empowers the shift from teacher-led learning to student-led learning (Boticki, Baksa, Seow & Looi, 2015;Land & Zimmerman, 2015;Miangah & Nezarat, 2012), thereby resulting in students willingly using the technology more effectively. Based on the features of m-learning, four types of approaches can be supported by mobile technologies: individualized learning, situated learning, collaborative learning, and informal learning (Cheon et al, 2012).…”

Section: Mobile Learning (M-learning)mentioning

confidence: 99%

Mobile Learning Usage and Preferences of Vocational Secondary School Students: The cases of Austria, the Czech Republic, and Germany

Biloš

Turkalj

Kelić

2017

Naše Gospodarstvo/Our Economy

View full text Add to dashboard Cite

The purpose of this paper is to determine the current status of mobile device usage and mobile learning adoption in vocational education and training (VET) secondary schools in three European Union countries (Austria, the Czech Republic, and Germany). The research focused on exploring students' mobile device usage habits, their attitudes toward education in the context of mobile application support, and preferences regarding mobile learning features. The research confirmed a high level of mobile device usage among secondary school students on a daily basis; smartphones and laptops were the most commonly used devices. The vast majority of participants perceived themselves to be advanced mobile device users, but reported a deficit of ICT-assisted mobile learning experience. However, the majority of respondents with prior ICT-assisted education experience described it as a positive or very positive experience. In addition, study participants tended to agree that mobile learning will play a significant role in education in the future. The paper also explored the reported differences among the students in the three countries and suggested several implications for understanding students' views of mobile learning. The findings provide insights into possibilities of m-learning implementation while creating a framework for m-learning application development in the VET secondary school environment.

show abstract

“…SamEx allows collecting, storing, accessing multimedia artefacts and users can give feedback for contributions. Observing pupils' badge-earning behaviour, Boticki et al (2015) categorise them as: Badge Hunters, Sharers, Dodgers and Explorers. Dodgers are not at all interested in earning badges while Badge Hunters are only interested in earning the badge; hence posting large amounts of low-quality content.…”

Section: Badging In Schoolsmentioning

confidence: 99%

“…Even then, as Boticki et al (2015) has shown, only Badge Hunters and Sharers can be motivated by badges. Therefore, it is important that the badging systems are designed with these lessons from the literature in mind.…”

mentioning

confidence: 99%

Open Badges: A Systematic Review of Peer-Reviewed Published Literature (2011-2015)

Liyanagunawardena

Scalzavara

Williams

2017

European Journal of Open, Distance and E-Learning

View full text Add to dashboard Cite

Open badges are a digital representation of skills or accomplishments recorded in a visual symbol that is embedded with verifiable data and evidence. They are created following a defined open standard, so that they can be shared online. Open badges have gained popularity around the world in recent years and have become a standard feature of many learning management systems. This paper presents a systematic literature review of the published open badges literature from 2011 to 2015. Through database searches, searching the internet and chaining from known sources, 135 relevant peer-reviewed papers were identified from a corpus of 247 publications for this review. The authors believe this to be the first effort to systematically review literature relating to open badges. The review categorised publications while also providing quantitative analysis of publications according to publication type, year of publication and contributors. After assessing the literature suggestions for future research directions are presented, based on underrepresented areas. Abstract in FrenchLes badges ouverts, sont une représentation numérique de compétences ou de realisations, enregistrés dans un symbole visuel intégré à des données vérifiables et à des preuves. Ils sont créés en suivant une norme ouverte définie, afin qu'ils puissent être partagés en ligne. Les badges ouverts ont gagné en popularité a travers le monde ces dernières années et sont devenus une caractéristique standard de nombreux systèmes de gestion de l'apprentissage. Cet article présente une revue systématique de la littérature des badges ouverts publiés de 2011 à 2015. Grâce à des recherches de bases de données, en recherchant l'Internet et à la mise en chaîne de sources connues, 135 documents pertinents évalués par des pairs ont été identifiés à partir d'un corpus de 247 publications pour cette revue. Les auteurs pensent que cette revue systématiquement de la la littérature relative aux badges ouverts est une première. L'évaluation a catégorisé les publications tout en fournissant une analyse quantitative des publications selon le type de publication, l'année de publication et les contributeurs. Après avoir évalué la literature, des suggestions pour orienter la recherche dans le future sont présentés en fonction des zones sous-représentées. Abstract in PortugueseBadges abertas são uma representação digital de habilidades ou conquistas registradas através de um símbolo visual embutido com dados e provas verificáveis. Elas são criadas seguindo um padrão aberto definido, para que elas possam ser compartilhadas virtualmente. As badges abertas ganharam popularidade em todo o mundo nos últimos anos e se tornaram uma característica padrão de muitos sistemas de gerenciamento de aprendizagem. Este artigo apresenta uma revisão sistemática da literatura pubicada entre 2011 a 2015 referentes as badges abertas. Através de buscas de banco de dados, pesquisa na internet e encadeamento de fontes conhecidas, 135

show abstract

Usage of a mobile social learning platform with virtual badges in a primary school

Cited by 160 publications

References 18 publications

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Mobile Learning Usage and Preferences of Vocational Secondary School Students: The cases of Austria, the Czech Republic, and Germany

Open Badges: A Systematic Review of Peer-Reviewed Published Literature (2011-2015)

Contact Info

Product

Resources

About