Gamification in Vietnamese education: Assessing psychological need satisfaction, intrinsic motivation, and learning effectiveness
Learning and Motivation,
Год журнала:
2025,
Номер
89, С. 102101 - 102101
Опубликована: Фев. 1, 2025
Язык: Английский
Gamification in collaborative learning: synthesizing evidence through meta-analysis
Journal of Computers in Education,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 14, 2025
Язык: Английский
Gamification to Motivate the Crowdsourcing of Dynamic Nature Data: A Field Experiment in Northern Europe
Опубликована: Окт. 8, 2024
Contemporary
map
services
such
as
Google
Maps
and
OpenStreetMaps
contain
static
representations
of
the
world.
In
addition,
these
may
dynamic
data,
information
traffic
jams
sudden
changes
in
opening
hours
businesses.
However,
data
on
rural
nature
areas
wildlife
is
oftentimes
scarce
or
missing,
yet
this
can
be
useful
for
e.g.,
recreational
conservationist
purposes.
study,
we
investigated
use
location-based
gamified
crowdsourcing
to
motivate
people
collect
data.
We
developed
a
prototype
called
NaturaTrack
recruited
panel
8
participants
test
it
three
days
at
their
leisure.
The
were
tasked
photograph
all
direct
(e.g.,
sightings)
indirect
footsteps)
signs
wildlife.
our
analysis
focused
understanding
users'
experiences
while
using
NaturaTrack.
findings
show
that
facilitated
social
personal
societal
levels,
(re)connected
users
with
various
ways,
enabled
us
gather
sightings
(position,
timestamp,
picture).
Our
work
expands
ongoing
research
by
illuminating
thematic
critical
successful
motivating
implementations.
Язык: Английский
The ghost effect: how gamification can hinder genuine learning
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Ноя. 19, 2024
Gamification
has
been
widely
celebrated
as
a
perfect
solution
to
fix
the
problem
of
students
becoming
less
productive
in
their
learning
(Costello,
2020;Sailer
&
Homner,
2020;Sante
Otero,
2020).
Yet
for
all
its
good
intentions,
it
may
be
serving
impede
true
learning.
This
highlights
an
important
conundrum:
very
nature
gamified
many
ways,
such
focusing
on
extrinsic
rewards
(e.g.,
scores,
badges),
risks
encouraging
surface-level
understanding
rather
than
deeper
ones
required
sustaining
lifelong
and
transforming
learner
better
individual
(Koppitsch
Meyer,
2022).
A
clear
example
failure
is
issue
'ghost
students'-those
who
are
there
class
physically
but
aren't
paying
attention.
shows
that
design
challenges
figuring
out
best
way
handle
this
problem.
article
explores
whether
gamification
promotes
sustained
engagement,
fosters
collaborative
learning,
enhances
cognitive
development,
while
examining
effects
intrinsic
motivation.Extrinsic
Motivation
Its
Dangers:
One
significant
concern
with
reliance
motivations.
Many
strategies
used
motivate
students,
awarding
points
or
badges,
serve
external
rewards.
However,
approach
might
detract
from
students'
desire
learn
sake
understanding.
If
become
primary
motivator,
they
often
today's
classrooms,
engage
material
superficially
immersing
themselves
deeply
(Anselme
Hidi,
2024).From
underlying
concern,
Ryan
Deci
propose
motivation
theory
self-determination
person
can
reduce
motive
(Ryan
Deci,
2000).
Hamari
et
al.
also
found
engender
perfunctory
engagement
undertaken
activity,
does
not
moderate
superficial
motivational
produce
lasting
interest
psychologically
meaningful
work
(Hamari
al.,
2014).
seems
suggest
cared
more
about
game
aspects
did
anything
else
so
were
never
truly
getting
what
was
being
taught.Balancing
Intrinsic
Extrinsic
Motivations:
Research
suggests
when
elements
designed
complement
goals-such
mastering
skill,
exploring
personal
interests,
engaging
challenges-they
help
foster
deeper,
2024).
For
instance,
using
set
goals,
offer
constructive
feedback,
encourage
self-paced
progress
find
relevance
joy
material.
balance
ensures
doesn't
merely
through
aligns
internal
drives
learn,
promoting
both
authentic
understanding.Psychological
Impacts:
Clearly
other
side
coin-the
emotional
psychological
implications
introduced
into-deserve
unpacked
well.
While
environments
have
shown
increase
competitiveness
stress
some,
introduce
new
stresses
(Malak,
Given
some
motivated
by
scheme
encourage,
focus
recording
bads
pending
bonuses
reflect
achievementbased
nature.
It
demoralize
others
overlaying
reward
(Chen,
2023).Another
fuel
competitive
resulting
belief
contrary
we
hoped
for,
them
just
competing
2023).
understandably
damaging
individuals
lag
behind
pace
quickens,
lowered
self-efficacy
decreased
which
eventually
results
academic
dropout.
The
end
result
will
be,
process
ultimately
lead
development
"ghost
students"
believed
proclaimed
aim
gamification.Inclusivity
Adaptability:
There
concerns
raised
inclusivity
gamification.
too
broad
provide
diverse
styles/personality
types
any
classroom
(Salman
example,
Buckley
Doyle
discovered
extraverted
seem
benefit
(Buckley
Doyle,
2017)
counterpart,
introvert,
already
active
because
his
personality,
feel
pressure
cocker.
Thus,
should
say,
one
type
classes
wont
intended
result.
Again,
number
ghosts
(Denden
2024).Long-Term
As
play-based
method,
default
light
self-direction
simple
project/inquiry.
those
routes…
creative
avenues
stimulate
reflection
based
student
questions
innate
understand.
even
little
bit
red
herring,
taking
far
toward
like
badges
away
cause
speed
assignments
incentives,
bulldozing
past
key
concepts
trend
making
into
top-level
well
due
gamification.There
worry
could
long-term
student's
skills
(Sailer
spaces
struggle
content
instant
gratification.
dependence
motivators
fact
undermine
self-directed
inquiry
looking
cultivate,
at
university
learner.Gamification
undeniably
altered
face
education;
however,
must
begin
acknowledge
flaws.
By
time
technology
place,
(hopefully)
educators
policymakers
together
make
sure
ruin
solves.
achieved
thoughtful
2024).Gamification
Though
certain
extent,
crucial
clarify
every
synonymous
effective
There's
danger
overemphasizing
rewards,
encourages
come
something
gained
This,
turn,
citizens
utility-like
qualities
minimal
society.
Encouraging
establish
goals
build
learner,
tie
delivery
back
directly
indirectly
self-set
objectives.
Also,
developing
personalized
systems
appeal
various
styles
participate
meaningfully
applies
creating
culture
where
sharing
collaborating
appreciated,
fostering
inclusivity.It
monitor
regularly
how
application
affects
emotionally
psychologically.
empowers,
tool
willing
tailor
still
good.
In
years
come,
education
ensure
leads
down
path
becomes
adaptable.
Employing
technologies,
AI
customized
meet
specific
requirements,
2024)
deliver
optimum
mix
enhanced
learning.To
benefits
learners,
adaptive
inclusive
essential.
Personalized
leverage
data
analytics
according
each
unique
pace,
preferences,
strengths
AI-driven
platforms
adjust
difficulty
level
tasks
real-time,
alternative
pathways
timely,
feedback.
aligning
styles,
create
environment
studentsregardless
personality
preference-can
meaningfully.
Such
approaches
only
equitable
experience
across
groups.Gamification
potential
significantly
enhance
educational
experiences,
supporting
collaboration,
skill
development.
our
analysis
stress,
challenges,
these
mitigated
thoughtful,
approach.
incorporating
accommodate
motivations,
go
beyond
genuine
interest,
motivation,
learning.For
reach
full
potential,
regular
assessments
well-being
balanced,
research-informed
allows
institutions
gamification's
nurturing
essential
competencies,
building
inclusive,
sustainable
students.
Язык: Английский
Effects of Kahoot! on K-12 Students’ Mathematics Achievement and Multi-Screen Addiction
Multimodal Technologies and Interaction,
Год журнала:
2024,
Номер
8(9), С. 81 - 81
Опубликована: Сен. 16, 2024
Digital
platforms
are
increasingly
prevalent
among
young
students
in
K-12
education,
offering
significant
opportunities
but
also
raising
concerns
about
their
effects
on
self-assessment
and
academic
performance.
This
study
investigates
the
effectiveness
of
Kahoot!
compared
to
traditional
instructional
methods
enhancing
mathematics
achievement
its
impact
multiple
screen
addiction
(MSA)
Greek
aged
9
12
during
a
STEM
summer
camp.
A
quasi-experimental
design
was
employed
with
purposefully
selected
sample
one
hundred
ten
(n
=
110)
students,
who
were
non-randomly
divided
into
two
groups:
(a)
an
experimental
group
fifty-five
55)
engaged
(using
dynamic
visual
aids
interactive
content)
(b)
control
received
instruction
digital
textbooks
PowerPoint
slides
multimedia
laptops
tablets.
The
findings
revealed
statistically
difference
MSA
scores,
exhibiting
lower
scores
counterparts,
indicating
positive
reducing
levels.
While
led
levels,
it
significantly
improved
overall
mathematical
achievement,
substantial
effect
size,
suggesting
strong
learning
outcomes.
current
highlights
importance
aligning
educational
tools
intended
outcomes
recommends
further
research
explore
broader
gamified
student
engagement,
addiction,
Язык: Английский