Game-Based Learning for the Digital Age: A Narrative Review across Educational Levels DOI

Asep Tutun Usman,

Ani Siti Anisah,

Sopa Siti Marwah

и другие.

Sinergi International Journal of Education, Год журнала: 2025, Номер 3(2), С. 68 - 81

Опубликована: Апрель 24, 2025

This narrative review investigates the effectiveness of gamification in improving student engagement and academic performance across educational levels. The study aims to explore how gamified learning environments influence cognitive, behavioral, emotional aspects learning. A structured methodology was employed, synthesizing empirical evidence from global studies, including quantitative qualitative data, identify key themes trends education. Findings indicate that significantly enhances engagement, participation, outcomes through use points, badges, leaderboards, real-time feedback. These elements align with classical theories such as behaviorism constructivism, when designed accordance self-determination principles, promote intrinsic motivation learner autonomy. integration is particularly effective adapted students' cognitive development levels, demonstrating differentiated impact primary, secondary, tertiary However, systemic challenges infrastructure limitations, teacher preparedness, policy gaps hinder optimal implementation. discussion emphasizes need for comprehensive support, investment digital infrastructure, professional educators. concludes a powerful pedagogical approach applied strategically, offering transformative path toward inclusive, interactive,

Язык: Английский

Examining the Effect of Artificial Intelligence in Relation to Students’ Academic Achievement in Classroom: A Meta-Analysis DOI Creative Commons
Liu Dong, Xiuxiu Tang,

Xiyu Wang

и другие.

Computers and Education Artificial Intelligence, Год журнала: 2025, Номер unknown, С. 100400 - 100400

Опубликована: Март 1, 2025

Язык: Английский

Процитировано

2
Integrating theories for insight: an amalgamated model for gamified virtual reality adoption by science teachers DOI Creative Commons
Hüseyin Ateş, Cansu Şahín Kölemen

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Июль 13, 2024

Abstract This study examines the factors influencing science teachers’ intentions to adopt gamified virtual reality (VR) in educational settings, employing Theory of Planned Behavior (TPB) and Protection Motivation (PMT) as theoretical frameworks. We investigate how perceived threats, benefits, motivational cognitive impact these intentions, focusing on teachers. By integrating TPB PMT, aims provide a comprehensive model that elucidates roles attitude, subjective norm, severity, vulnerability, self-efficacy, response efficacy, costs decision VR. The structural analysis conducted sample 1645 teachers revealed our amalgamated demonstrates robust predictive capacity for their outperformed traditional theories predicting adoption intentions. research also significant relationships between intention use VR, with differences noted across teacher groups by professional status gender. enhanced understanding barriers facilitators informs strategies better integration VR education, potentially enriching teaching practices improving student engagement learning outcomes.

Язык: Английский

Процитировано

8
Optimizing Gamification Adoption in Higher Education DOI Creative Commons
Khaled Alhasan, Khawla Alhasan,

Samaa Alhashimi

и другие.

International Journal of Game-Based Learning, Год журнала: 2025, Номер 15(1), С. 1 - 24

Опубликована: Март 27, 2025

This qualitative case study aims to enhance the acceptance and adoption of gamification in higher education, focusing on American University Bahrain (AUBH) as a unique context. Grounded Unified Theory Acceptance Use Technology (UTAUT), this research investigates integration AUBH its influencing factors. The employs purposeful sample twelve top management influential faculty members participants, utilizes semi-structured interviews collect data. Thematic analysis interview data is conducted, UTAUT constructs. findings are expected contribute deeper understanding Bahrain's shedding light performance expectancy, effort social influence, facilitating conditions. Ultimately, intends inform educational policymakers practitioners, enriching literature innovation technology within similar contexts.

Язык: Английский

Процитировано

0
Game-Based Learning for the Digital Age: A Narrative Review across Educational Levels DOI

Asep Tutun Usman,

Ani Siti Anisah,

Sopa Siti Marwah

и другие.

Sinergi International Journal of Education, Год журнала: 2025, Номер 3(2), С. 68 - 81

Опубликована: Апрель 24, 2025

This narrative review investigates the effectiveness of gamification in improving student engagement and academic performance across educational levels. The study aims to explore how gamified learning environments influence cognitive, behavioral, emotional aspects learning. A structured methodology was employed, synthesizing empirical evidence from global studies, including quantitative qualitative data, identify key themes trends education. Findings indicate that significantly enhances engagement, participation, outcomes through use points, badges, leaderboards, real-time feedback. These elements align with classical theories such as behaviorism constructivism, when designed accordance self-determination principles, promote intrinsic motivation learner autonomy. integration is particularly effective adapted students' cognitive development levels, demonstrating differentiated impact primary, secondary, tertiary However, systemic challenges infrastructure limitations, teacher preparedness, policy gaps hinder optimal implementation. discussion emphasizes need for comprehensive support, investment digital infrastructure, professional educators. concludes a powerful pedagogical approach applied strategically, offering transformative path toward inclusive, interactive,

Язык: Английский

Процитировано

0