Designing Effective Hybrid Course Curriculum: A Design Science Approach to Gamification and Student Outcomes Validation DOI Creative Commons
An Duong Thi Binh, Thu-Hang Hoang, Huy Truong Quang

et al.

Evaluation Review, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 9, 2024

In the modern educational landscape, integration of gamification into hybrid learning environments has emerged as a promising approach to enhance student outcomes. However, there remains lack comprehensive frameworks for designing gamified courses and validating their impact on This paper proposes design science-based course in contexts. Drawing principles science research, we developed framework curriculum that incorporates content, activities, assessments based four elements (achievement elements, utilitarian value, hedonic benefits, competition). To validate effectiveness our approach, conducted study with 294 students enrolled business implemented proposed framework. Our findings indicate all positively engagement, achievement, satisfaction. Ultimately, this not only contributes 'gamification education' literature by providing engaging effective but also roadmap application embed within context environments.

Language: Английский

Education for sustainable development in higher education institutions: an approach for effective interdisciplinarity DOI

Elliott Mokski,

Walter Leal Filho, Simone Sehnem

et al.

International Journal of Sustainability in Higher Education, Journal Year: 2022, Volume and Issue: 24(1), P. 96 - 117

Published: Aug. 10, 2022

Purpose This paper aims to develop an improved and harmonized approach interdisciplinarity in education for sustainable development (ESD)within higher institutions (HEIs), focusing on maximizing the mobilization of students from all academic disciplines. An attempt is made reconcile varying strategies implementation interdisciplinary ESD content HEIs, studying relative merit benefit those crafting a new combining them, where possible. Design/methodology/approach work relies robust review analysis existing literature proposals HEIs elaborate integrated interdisciplinarity. Specifically, scoping applied, analyzing approaches as well challenges observed their implementation. Using this theoretical framework, evaluates compatibility efficiency currently implemented. Based analysis, integrative outlined, building upon proposals. Findings Building literature, study identifies two main trends HEIs: integration into disciplinary curricula new, stand-alone curricula. suggests adopting simultaneously, reach disciplines, especially with minimal exposure through own discipline. Furthermore, stresses that these dual should be combined further research initiatives extensive leveraging technology e-learning. Originality/value bridges gap between diverging visions harmonizing outline multilateral strategy. it extensively studies need increased engagement underrepresented including humanities. has been little addressed rendering proposed original insofar outlines ways improve current HEIs.

Language: Английский

Citations

63
Exploring the effects of personalized recommendations on student’s motivation and learning achievement in gamified mobile learning framework DOI

Samia Drissi,

Aida Chefrour, Karima Boussaha

et al.

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Jan. 29, 2024

Language: Английский

Citations

9
Physiotherapy Education in the Digital Era DOI
Ana Tomé,

José Luis Coelho

Advances in medical education, research, and ethics (AMERE) book series, Journal Year: 2023, Volume and Issue: unknown, P. 26 - 54

Published: March 13, 2023

The area of physiotherapy education has entered the digital era where teachers and students are provided with new teaching learning paradigms. Comparable other disciplines, technology integration into physical therapy practice curriculum is expected to deliver both advantages disadvantages. Therefore, purpose this chapter explore expanding role educational technologies in training. Uncovering enablers barriers delivering knowledge skills using instructional may help academic institutions improving problem-solving clinical reasoning among students. This focused on emerging tools platforms, such as virtual environments, massive open online courses, reality, games gamification, simulation. roadmap here raises attention innovative solutions education.

Language: Английский

Citations

15
Trends and gaps in empirical research on gamification in science education: A systematic review of the literature DOI Creative Commons
Muteeb Alahmari, Malek Jdaitawi, Abeer Rasheed

et al.

Contemporary Educational Technology, Journal Year: 2023, Volume and Issue: 15(3), P. ep431 - ep431

Published: April 11, 2023

Digital technology development has led to the creation of various learning options in the<b> </b>science education<b> </b>field. Technology such as gamification been used several science areas, uncovering diverse benefits regarding its usage. However, more research is needed understand how enhances students fields. Therefore, this study review presented an overview usage education field literature and focused on indexed international databases. 31 studies were included for review. The results showed that most positive outcomes proved be effective with students. also indicated mostly enhance students’ skills education. provide valuable data techniques Further cover areas are not widely investigated literature.

Language: Английский

Citations

14
Rising gamification in health education: A bibliometric study DOI
Metin Yıldız, Mehmet Yıldız,

Ahsen Demirhan Kayacık

et al.

Nurse Education in Practice, Journal Year: 2024, Volume and Issue: 78, P. 103993 - 103993

Published: May 14, 2024

Language: Английский

Citations

6
Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning DOI
Mohd Kamal Othman,

Sim Kah Ching

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: June 13, 2024

Language: Английский

Citations

6
Player profiles for game‐based applications in engineering education DOI Creative Commons
Diego Vergara, Álvaro Antón‐Sancho, Pablo Fernández‐Arias

et al.

Computer Applications in Engineering Education, Journal Year: 2022, Volume and Issue: 31(1), P. 154 - 175

Published: Oct. 10, 2022

Abstract The use of digital learning environments in higher education has led to design methodological strategies, like gamification, adapted computer‐based learning. effectiveness gamification depends on the adaptation methodology player's profile. Four types player profiles (Explorer, Killer, Socialized, and Achiever) are established according Bartle classification. In this article, quantitative research is carried out profile one considered best for engineering professors. Sociological academic aspects that influence choices also identified. A descriptive inferential analysis answers given by a population 532 professors —who attended training course environments—to survey designed authors was out. results reveal most Explorers learning, although there gap between own choice effective one. shown here be frequent among differs from attributed students literature, which Achiever. Gaps gender, age, teaching experience, university tenure Universities recommended strengthen professor personalized game‐based computing cater differences due several sociological aspects.

Language: Английский

Citations

21
Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic DOI Open Access

Lui-Kwan Ng,

Chung Kwan Lo

Sustainability, Journal Year: 2022, Volume and Issue: 14(19), P. 12396 - 12396

Published: Sept. 29, 2022

The online traditional and the flipped classroom approaches have been adopted worldwide in higher education during prolonged city lockdowns. Research has suggested that gamification is a technopedagogy which can be integrated into these to promote learning outcomes. Hence, this study aims uncover various risks opportunities involved adopting gamified approaches, especially terms of their impact on academic achievement, for ensuring sustainable adult pandemic. We conducted mixed-method grounded self-determination theory principles, learners enrolled postgraduate business management programme were divided three instructional conditions one module: class (GOFC, n = 25), nongamified (NOFC, 24), (GOTC, 19). Quantitative qualitative data from learners, teachers, teaching assistants collected analysed compare achievement across classes. Contrary expectations proponents, significantly outperformed those two Qualitative findings revealed technical support, professional training building learners’ sense belonging classes necessary ensure sustainability fully findings, thus, important implications effective implementation pedagogical programmes environment.

Language: Английский

Citations

18
Instrumento para la evaluación de conocimientos, actitudes y prácticas de docentes sobre gamificación (CAP-GD): análisis de propiedades psicométricas DOI Creative Commons
Sebastián Pinzón-Salazar, Laura Pulgarín-Arias,

Sarah Ospina-Cano

et al.

European Public & Social Innovation Review, Journal Year: 2025, Volume and Issue: 10, P. 1 - 22

Published: Jan. 24, 2025

Introducción: la literatura científica reporta los beneficios de gamificación en el proceso enseñanza-aprendizaje. El objetivo esta investigación fue analizar las propiedades psicométricas un instrumento para evaluación conocimientos, actitudes y prácticas sobre docentes. Metodología: instrumental, contó con participación 208 docentes colombianos, quienes respondieron una ficha datos sociodemográficos laborales CAP-GD. Se realizó análisis exploratorio factorial confirmatorio. reportaron cargas factoriales acompañadas intervalos confianza al 95% se reportó fiabilidad. Los llevaron a cabo paquete estadístico JASP. Resultados: modelo dos mejores valores ajuste (χ2=803,28, CFI=0,89, TLI=0,88, RMSEA=0,08, SRMR=0,06), forma que escala quedó conformada por 27 ítems. presentó alta consistencia interna (ω=0,91, α=0,87). Discusión: CAP-GD hace aporte novedoso convierte insumo importante desarrollo programas orientados formación profesional gamificación. Conclusiones: uso herramienta diagnóstica puede guiar favorezcan inclusión metodologías activas dentro procesos

Citations

0
Inteligencia emocional en estudiantes universitarios de fase profesional: Diseño, validación y aplicación de una práctica gamificada DOI Creative Commons
Eliana Quiroz González, Dahiana Morales Grajales,

Sarah Ospina-Cano

et al.

Revista Virtual Universidad Católica del Norte, Journal Year: 2025, Volume and Issue: 74, P. 161 - 193

Published: Jan. 23, 2025

Esta investigación examinó los cambios en la inteligencia emocional a partir de aplicación una práctica gamificada, diseñada y validada estudiantes fase profesional Ingeniería Industrial. Estudio cuasi experimental, transversal, el que participaron 20 mujeres 28 hombres un programa Industrial ciudad Pereira. Se usó ficha datos sociodemográficos, TMMS-24 (Trait Meta Mood Scale) encuesta percepción. El diseño fue sometido validación doce expertos, cuyos criterios evaluación fueron: claridad descriptiva, correspondencia objetiva, coherencia, pertinencia viabilidad. realizaron análisis descriptivos, comparación medias (Wilcoxon), se aplicó gamificada cinco grupos. Los expertos estuvieron acuerdo con respecto sometida. Las medidas pre post indicaron diferencias estadísticamente significativas emocional. expresaron satisfacción por consideraron gamificación como herramienta facilitadora del aprendizaje. hallazgos contribuyen al estudio ingeniería encuentran próximos mundo laboral, orientan promoción atención, reparación través gamificación.

Citations

0