Effects of feedback dynamics and mixed gamification on cognitive underachievement in school DOI
Jhon Holguin-Alvarez, Juana María Cruz Montero, Jenny Ruiz-Salazar

и другие.

Contemporary Educational Technology, Год журнала: 2024, Номер 17(1), С. ep551 - ep551

Опубликована: Дек. 12, 2024

The application of gamification methods is still complex for most Latin American teachers who apply gamified pedagogies. Many confuse their nature with cognitivist classes that are totally confusing when using tools active learning students. background information states the reduction academic obstacles students to perform at a high level, especially participating in an interactive and combinatorial way technologies offered by teacher. We tested effects D-S-F<sub>[IR]</sub> proposal (dynamics, strategies, feedback, reinforcement), replicating pedagogical phases virtual applications, use video games underachievement; follow-up verbal reinforcement. method made it possible develop between 1,600 1,800 didactic interactions knowledge (orientation, questioning, reassuring). approach consisted 60 reinforcement sessions (± 8 months implementation), 140 low cognitive performance school (range<sub>[age]</sub> = 8.5-12.5), were previously selected randomly assigned three comparison groups (EG<sub>[1]</sub> 47; EG<sub>[2]</sub> CG 46). results evidenced tests, reporting significant improvements mathematics (F 53.316; p &lt; 0.05). A specific analysis science communication allowed improvement 93.119; F 85.770; 0.05), although no differentiating evident experimental groups. It important conclude mixed was responsible level performance.

Язык: Английский

The Effectiveness of using Padlet Application in Developing Specific Education students' EFI writing skills DOI Open Access

Aya Saber Mohamed Abdel Aal

Mağallaẗ Al-Qirā'aẗ wa Al-Maʿrifaẗ/Mağallaẗ Al-Qirā'aẗ wa Al-Maʿrifaẗ, Год журнала: 2024, Номер 24(274), С. 0 - 0

Опубликована: Авг. 1, 2024

This study aimed at investigating the effectiveness of using Padlet application in developing writing skills 60 third year instruction technology students Faculty Specific Education, Zagazig University, who were equally divided into an experimental group and a control group. The researcher adopted quasi-experimental design. To achieve aim study, designed pre-post test, addition to material which was taught received regular instruction. results indicated that outperformed skills. Based on these results, EFL instructors need incorporate their teaching

Язык: Английский

Процитировано

0
Effects of feedback dynamics and mixed gamification on cognitive underachievement in school DOI
Jhon Holguin-Alvarez, Juana María Cruz Montero, Jenny Ruiz-Salazar

и другие.

Contemporary Educational Technology, Год журнала: 2024, Номер 17(1), С. ep551 - ep551

Опубликована: Дек. 12, 2024

The application of gamification methods is still complex for most Latin American teachers who apply gamified pedagogies. Many confuse their nature with cognitivist classes that are totally confusing when using tools active learning students. background information states the reduction academic obstacles students to perform at a high level, especially participating in an interactive and combinatorial way technologies offered by teacher. We tested effects D-S-F<sub>[IR]</sub> proposal (dynamics, strategies, feedback, reinforcement), replicating pedagogical phases virtual applications, use video games underachievement; follow-up verbal reinforcement. method made it possible develop between 1,600 1,800 didactic interactions knowledge (orientation, questioning, reassuring). approach consisted 60 reinforcement sessions (± 8 months implementation), 140 low cognitive performance school (range<sub>[age]</sub> = 8.5-12.5), were previously selected randomly assigned three comparison groups (EG<sub>[1]</sub> 47; EG<sub>[2]</sub> CG 46). results evidenced tests, reporting significant improvements mathematics (F 53.316; p &lt; 0.05). A specific analysis science communication allowed improvement 93.119; F 85.770; 0.05), although no differentiating evident experimental groups. It important conclude mixed was responsible level performance.

Язык: Английский

Процитировано

0