Gamified mobile learning: An escape room chatbot to enhance medical terminology acquisition
Health Education Journal,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 6, 2025
Objective:
The
medical
terminology
escape
room
game
(MTEG)
is
a
chatbot
designed
for
gamified
education
that
aims
to
transform
memorizing
complex
into
an
enjoyable
experience
students.
By
combining
elements
of
ARCS
(Attention,
Relevance,
Confidence
and
Satisfaction)
theory
with
adventures,
the
MTEG
enhance
students’
learning
outcomes
by
making
vocabulary
memorization
process
more
immersive.
Method:
This
study
involved
48
first-year
nursing
students,
divided
experimental
group
(
n
=
24)
control
24).
utilized
self-study,
while
relied
on
traditional
methods.
assessed
through
pre-tests
post-tests
used
Learning
Motivation
Questionnaire
assess
motivation.
Results:
Results
showed
significantly
improved
motivation,
average
score
increased
from
3.82
4.33
5-point
scale.
A
test
result
also
revealed
(mean
score:
95.83,
SD
5.22)
performed
better
than
91.22,
6.21),
larger
effect
size
(Cohen’s
d
1.52).
Conclusion:
These
findings
highlight
potential
gamification
techniques
acquisition
language
experience.
incorporating
elements,
greatly
enjoyment
process,
encouraged
active
participation
motivation
performance.
Язык: Английский
A bibliometric exploration of accreditation in civil engineering education: trends and insights
Quality Assurance in Education,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 8, 2025
Purpose
This
study
aims
to
analyze
research
trends
in
civil
engineering
education
accreditation,
focusing
on
influential
authors,
top
journals,
leading
institutions
and
countries
frequently
cited
articles.
It
also
explores
key
themes
proposes
potential
directions
for
future
accreditation
domain.
Design/methodology/approach
Data
were
retrieved
from
the
Scopus
database
period
1985–2024,
targeting
articles
referencing
education.
Performance
analysis
was
conducted
using
Microsoft
Excel,
OpenRefine
biblioMagika,
while
science
mapping
performed
with
Bibliometrix
R
Package
VOSviewer.
Findings
The
demonstrates
a
consistent
growth
publications
since
2000,
United
States
contributions
Malaysia
emerging
as
notable
contributor
among
developing
countries.
Contributions
226
authors
across
worldwide
identified.
Six
clusters
uncovered:
(1)
curricula
(2)
analytical
problem-solving
skills,
(3)
construction
practices
safety
engineering,
(4)
undergraduate
programs,
(5)
professional
standards
(6)
activities
development.
Practical
implications
findings
provide
valuable
insights
offering
highlighting
need
align
frameworks
ensure
educational
quality.
Emphasis
is
placed
integrating
elements
such
outcome-based
education,
competency
development
continuous
quality
improvement
prepare
graduates
industry
demands
global
standards.
Originality/value
By
foundational
framework
understanding
evolving
landscape
of
this
provides
guidance
aiming
enhance
achieve
alignment
international
Язык: Английский
The use of leaderboards in education: A systematic review of empirical evidence in higher education
Journal of Computer Assisted Learning,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 4, 2024
Abstract
Background
Leaderboards
are
among
the
most
popular
gamification
elements
in
education.
Some
studies
have
implemented
leaderboards
and
reported
their
individual
effects
on
students'
learning.
Despite
emergence
of
relevant
empirical
studies,
existing
reviews
only
investigated
holistic
impact
gamification.
No
previous
systematic
were
identified
examining
use
leaderboards.
Objective
To
address
this
gap,
review
aims
to
systematically
synthesise
evidence
concerning
leaderboard
education,
examine
designs
effectiveness,
propose
design
recommendations
gamified
educational
settings.
Method
This
drew
upon
20
articles
(22
studies;
29
interventions)
published
from
2014
2023.
Results
The
results
found
that
using
can
a
beneficial
influence
learning
motivation,
engagement,
performance,
but
effectiveness
largely
depends
designs.
Thus,
examined
specific
practices
proposed
four
corresponding
based
well‐established
motivational
theories
as
well
pertinent
studies.
Discussions
Conclusions
Notably,
all
included
undertaken
higher
education
around
half
them
had
short
durations
(less
than
or
equal
1
h).
More
longitudinal
other
levels
(e.g.,
primary
secondary
schools)
thus
called
for
validity
generalisability
proposed.
Язык: Английский