Revista Brasileira de Educação Médica,
Год журнала:
2024,
Номер
48(4)
Опубликована: Янв. 1, 2024
ABSTRACT
Introduction:
The
traditional
teaching
model,
in
which
the
teacher
is
mentor
of
educational
process
and
focuses
on
extensive
lectures,
still
quite
prevalent
institutions
at
different
levels
education.
This
scenario
can
be
considered
incongruent
with
new
technological
era
way
thinking.
In
contrast,
gamification
an
active
methodology
that
aims
to
make
student
center
learning,
aiming
increase
their
interest
improve
content
absorption.
Objective:
study
analyze
perception
students
attending
second
semester
a
medical
course
about
use
game
covers
main
concepts
renal
physiology.
Method:
descriptive,
prospective
study.
activity
consisted
dynamic
used
board
cards
physiology
for
104
students.
Subsequently,
questionnaire
11
questions
was
applied,
mostly
objective,
whose
variables
investigated
were
previous
experience
gamification,
adequacy
practical
class
duration,
how
they
evaluated
class,
among
others.
Results:
results
showed
most
stated
this
type
stimulating
(93.3%)
it
helps
proposed
subjects
(94.2%),
consolidating
topics
previously
covered
classroom
using
method.
also
pointed
out
best
assimilate
would
add
after
method
dialogue
exposition
(61.5%).
When
asked
classes,
classified
as
excellent
(65.4%)
or
good
(30.8%).
Conclusion:
Given
presented
herein,
concluded
proved
ally
theoretical
serving
mechanism
sedimentation
increased
International Journal of STEM Education,
Год журнала:
2025,
Номер
12(1)
Опубликована: Янв. 6, 2025
The
demand
for
professionals
with
expertise
in
Science,
Technology,
Engineering,
and
Mathematics
(STEM)
continues
to
grow.
To
meet
this
demand,
universities
are
actively
seeking
strategies
engage
more
students
STEM
disciplines
improve
their
learning
outcomes.
One
promising
approach
is
gamification,
specifically
using
leaderboards.
This
study
investigates
the
impact
of
leaderboard-based
gamification
on
performance
175
a
calculus
course,
focus
mediating
roles
autonomous
motivation
self-efficacy,
as
well
potential
moderating
factors
such
gender
gaming
experience.
A
mixed-method
research
was
employed,
combining
pretest–posttest
quasi-experimental
design
nine
qualitative
interviews.
significant
improvement
gamified
condition
observed.
However,
no
effects
were
found
related
variables.
Qualitative
analysis
supported
these
findings,
revealing
that
did
not
perceive
an
increase
autonomy
within
condition,
instead,
themes
controlled
prevalent.
While
leaderboard
provided
sense
achievement
most
participants,
quantitative
show
strong
correlation
between
self-efficacy
performance.
suggests
can
enhance
courses
at
university
level.
findings
highlight
importance
careful
design,
particularly
how
different
game
elements
influence
students'
motivational
aspects.
Código Científico Revista de Investigación,
Год журнала:
2024,
Номер
5(E3), С. 411 - 434
Опубликована: Апрель 30, 2024
Este
artículo
analiza
la
influencia
de
gamificación
en
motivación
y
el
rendimiento
estudiantes
matemáticas
virtuales,
mediante
una
revisión
bibliográfica.
La
gamificación,
que
integra
elementos
lúdicos
educación,
se
evalúa
por
su
capacidad
para
potenciar
compromiso
mejorar
los
resultados
académicos.
metodología
consistió
sistemática
literatura
enfocada
estudios
midieron
estudiantil
contextos
virtuales.
Los
destacaron
aumenta
significativamente
intrínseca
extrínseca,
mejorando
participación
estudiantil.
Sin
embargo,
discusión
subraya
éxito
depende
personalización
correcta
integración
currículos
educativos,
adaptándose
a
las
necesidades
evitando
dependencias
incentivos
extrínsecos
temporales.
conclusión
enfatiza
implementación
cuidadosa
puede
producir
mejoras
notables
educación
matemática
virtual,
aunque
requiere
más
investigación
optimizar
estas
estrategias
adaptarlas
cambios
tecnológicos
educativos.
British Journal of Educational Technology,
Год журнала:
2024,
Номер
55(6), С. 2478 - 2502
Опубликована: Апрель 27, 2024
Abstract
Gamification,
characterized
by
the
integration
of
game
design
elements
into
non‐game
environments,
has
gained
popularity
in
classrooms
due
to
its
potential
for
increased
engagement
and
enjoyment
compared
traditional
lecture‐based
teaching
methods.
While
students
generally
exhibit
positive
attitudes
towards
gamification,
impact
on
academic
achievement
remains
a
subject
debate.
This
study
employed
meta‐analysis
approach
examine
overall
influence
gamification
students'
performance.
The
sample
comprised
22
experimental
studies
conducted
between
2008
2023,
comparing
effects
gamified
non‐gamified
classes.
Utilizing
random
model,
results
revealed
moderately
effect
student
performance
(Hedges's
g
=
0.782,
p
<
0.05).
paper
further
discussed
outcomes
various
moderator
analyses,
providing
valuable
insights
selection
utilization
elements,
as
well
considerations
specific
different
educational
stages.
Practitioner
notes
What
is
already
known
about
this
topic
Most
research
consistently
demonstrated
that
achievement.
current
state
review
not
sufficiently
comprehensive.
There
lack
meta‐analyses
exploring
diverse
impacts
gamification.
adds
factors
such
geographical
regions,
education
levels,
learning
subjects
was
examined.
significant
across
factors,
including
elements.
Implications
practice
and/or
policy
Gamification
represents
prudent
choice
teachers
seeking
enhance
Teachers
are
suggested
adopt
employ
appropriate
their
instructional
approaches.
Future
could
focus
investigating
feedback
element
learning.
Frontiers in Psychology,
Год журнала:
2025,
Номер
16
Опубликована: Фев. 27, 2025
Bullying
is
increasingly
prevalent
in
Chinese
schools,
contributing
to
a
rise
associated
criminal
cases.
A
key
factor
this
trend
the
lack
of
comprehensive
understanding
bullying.
Studies
indicate
clear
correlation
between
level
bullying
and
its
frequency.
The
adverse
effects
are
expected
persist
into
adulthood,
particularly
during
crucial
phase
behavioral
cognitive
development
elementary
school,
when
children
most
receptive
changes
behavior
attitudes.
Traditional
lecture-based
methods
used
teach
awareness
primary
school
students
often
result
boredom
disengagement,
reducing
their
ability
comprehend
address
effectively.
This
study
developed
gamified
interactive
e-book
(GIEB)
aimed
at
enhancing
motivation
anti-bullying
knowledge
students.
quasi-experimental
design
with
pretest
posttest
assessments
was
employed
evaluate
approach's
effectiveness.
involved
60
third-grade
from
public
Hefei,
Anhui
Province,
China,
who
were
randomly
assigned
either
an
experimental
group
using
e-books
(GIEB
group)
or
control
receiving
traditional
lectures
(TL
group).
Findings
indicated
that
GIEB
showed
significant
improvements
compared
TL
group.
research
highlights
potential
as
effective
educational
tools
for
prevention
by
making
learning
more
engaging
effective.
practical
implications
suggest
integrating
curriculum
could
significantly
enhance
students'
learn
about
knowledge,
ultimately
schools.
Sustainability,
Год журнала:
2024,
Номер
16(9), С. 3630 - 3630
Опубликована: Апрель 26, 2024
(1)
This
document
explores
the
impact
of
an
interactive
learning
platform
on
students’
academic
performance
through
a
teaching
innovation
project.
(2)
The
study
involved
127
students
in
financial
economics
and
accounting
courses
at
Spanish
university.
Preliminary
post-learning
phase
surveys,
along
with
instructor
evaluations,
were
conducted
to
assess
expectations,
satisfaction,
using
Kahoot
platform.
data
underwent
analysis
PLS-SEM
multivariate
techniques.
(3)
Remarkably,
42.5%
achieved
high
performance,
surpassing
their
average
scores.
Notably,
those
who
enjoyed
had
higher
expectations
showed
significantly
performances
(48.3%
vs.
26.4%
64.1%
18.3%,
respectively).
These
results
highlight
positive
perceived
usefulness
satisfaction
performance.
also
emphasizes
moderating
role
enjoyment
enhancing
outcomes
Kahoot.
(4)
concludes
insights
into
motivation
use
its
effectiveness
improving
outcomes,
providing
valuable
implications
for
platforms
education.
IGI Global eBooks,
Год журнала:
2025,
Номер
unknown, С. 109 - 138
Опубликована: Март 26, 2025
When
the
COVID-19
pandemic
hit,
educators
were
thrown
into
virtual
classrooms
without
proper
training
and
support,
many
have
been
struggling
ever
since.
Virtual
schools
are
becoming
more
common,
but
still
needing
on
how
to
effectively
engage
diverse
learners
online.
Educators
seeking
ways
build
relevant
curricula,
increase
student
engagement,
foster
positive
relationships
in
online
classrooms.
All
of
this
can
be
done
through
culturally
responsive
teaching.
This
chapter
will
help
do
following:
(1)
Embrace
learning
with
pedagogies.
(2)
Understand
key
components
teaching
why
it
is
important.
(3)
Apply
pedagogies
that
enhance
performance
engagement
(4)
Access
instructional
strategies,
activities,
resources
Education Sciences,
Год журнала:
2025,
Номер
15(4), С. 430 - 430
Опубликована: Март 28, 2025
Active
learning
and
associated
techniques
such
as
flipped
classes
have
been
demonstrated
to
positive
impacts
on
student
performance.
faces
several
challenges
when
learners
apply
weak
styles.
Weak
might
happen
a
is
not
motivated
carry
out
any
pre-class
content
activity,
actively
participate
in
the
class
or
reflect
reinforce
learned
during
after
class.
This
study
explores
how
gamified
classroom
affects
active
performance
outcomes.
The
case
related
technical
course
Maintenance
Engineering
Field,
which
well
known
for
high
rate
of
misunderstanding
low
It
found
that
sequential
game-boosting
activities
managed
level
up
students’
outcomes
by
explaining
almost
all
concepts
with
levels
misconceptions.
