International Journal of Advanced Corporate Learning (iJAC),
Год журнала:
2024,
Номер
17(1), С. 85 - 95
Опубликована: Март 28, 2024
In
the
field
of
education,
developing
countries
face
numerous
challenges,
including
limited
resources,
inadequate
infrastructure,
and
a
shortage
qualified
educators.
This
research
paper
explores
transformative
potential
gamification
in
e-learning
as
strategic
approach
to
mitigate
these
challenges
bridge
educational
gaps
countries.
The
study
investigates
impact
integrating
gamified
elements
into
environment,
aiming
enhance
student
engagement,
motivation,
knowledge
retention.
employs
mixed-methods
approach,
combining
quantitative
analysis
performance
metrics
with
qualitative
insights
from
educators
learners.
investigation
evaluates
effectiveness
fostering
positive
learning
experience
addressing
specific
prevalent
nations.
Additionally,
examines
adaptability
platforms
diverse
cultural
linguistic
contexts,
ensuring
inclusivity
relevance.
findings
this
contribute
valuable
discourse
on
leveraging
technology
for
advancement
resource-constrained
settings.
By
shedding
light
benefits
within
context
countries,
aims
inform
policymakers,
educators,
researchers
innovative
strategies
quality
accessibility
education.
Ultimately,
seeks
provide
practical
recommendations
integration
approaches,
sustainable
development
global
context.
International Journal of Interactive Mobile Technologies (iJIM),
Год журнала:
2024,
Номер
18(07), С. 188 - 212
Опубликована: Апрель 9, 2024
Gamification-based
learning
is
a
recent
trend
that
has
received
increasing
attention
in
the
last
few
years
due
to
digital
development.
Gamification
emerged
as
vital
aspect
of
educational
setting,
with
gamified
elements
playing
crucial
role
e-learning
environments.
The
current
study
motivated
by
need
address
gap
existing
research
on
utilization
gamification
education.
This
exists
lack
studies
monitor
developments
and
effects
environment.
It
important
conduct
such
provide
guidance
for
future
field
gamification.
A
bibliometric
analysis
systematic
literature
review
were
conducted
understand
describe
its
potential
learning.
results
revealed
most
frequently
used
keywords
gamification,
game-based
(GBL),
motivation,
engagement.
majority
published
this
was
United
States,
followed
Spain
Britain.
Journal
Computers
Human
Behavior
Education
two
journals
focused
primarily
GBL.
famous
authors
are
Hamari,
Juho,
Patel,
Mitesh
S.,
Landers,
Richard
N.
experiencing
significant
growth,
number
from
7
2012
917
2021.
found
undergraduates
frequent
participants
gambling
activities.
game
utilized
points,
leaderboards,
badges,
while
outcomes
addressed
achievement,
engagement,
motivation.
primary
objective
paper
comprehensive
guide
scholars
institutes,
outlining
key
areas
emphasis
related
subject
also
identified
components
instructors
designers
may
rely
frequently.
Education Sciences,
Год журнала:
2025,
Номер
15(1), С. 104 - 104
Опубликована: Янв. 18, 2025
The
aim
of
this
study
was
to
investigate
and
analyze
how
first-grade
high
school
students
experience
a
positive
classroom
environment
(excitement,
competition,
connectedness,
satisfaction,
aspiration)
by
applying
gamification
as
teaching
strategy
in
physics
classes.
An
experimental
conducted
within
the
topic
conservation
momentum
energy,
which
N
=
69
three
classes
took
part.
In
group,
one
class
with
n
23
engaged
lessons,
using
strategy.
contrast,
control
group
comprised
two
46
students.
My
Class
Inventory
questionnaire
used
for
study.
study’s
results
revealed
statistically
significant
differences
perception
student
learning
between
groups.
rated
significantly
better
than
group.
Gamification
contributes
positively
experience,
fostering
collaboration
among
when
tackling
challenging
problems.
It
is
essential
highlight
that
even
if
we
do
not
entirely
depart
from
traditional
methods,
simply
changing
our
can
lead
improvements.
case,
create
more
engaging
making
motivated
involved.
Consequently,
shift
could
result
understanding
mastery
concepts.
Games and Culture,
Год журнала:
2024,
Номер
unknown
Опубликована: Янв. 30, 2024
Gamification
is
a
trending
topic
in
the
scientific
community.
It
art
of
incorporating
game
elements
and
design
principles
into
non-game
context.
The
phenomenon
has
garnered
tremendous
attention
especially
field
education
academics.
Yet,
since
it
appeared
decade
ago,
its
ascension
both
other
domains
hasn’t
been
uniform,
with
several
failed
inconclusive
results.
Consequently,
scholars
have,
over
years,
made
efforts
to
probe
why
gamification
isn’t
succeeding
as
hoped.
We
attempt,
therefore,
contribute
this
effort
by
reviewing
discussing
some
core
reasons
seems
be
faltering
learning
education.
Our
findings
revealed
four
(4)
factors
could
failing.
Shallow
which
simplistic
surficial
application
on
system
or
activity
without
transforming
experience
one
determinant.
Overjustification
effect,
excessive
arbitral
use
rewards
(extrinsic
motivators),
hampers
intrinsic
motivation
another
success
‘badges,
points,
leaderboards
(BPL)
gamification’
(or
BPL
triad)
refers
basic
such
badges,
also
reason
still
struggling.
Lastly,
overreliance
narrow
models
theories
explain
gamified
experiences
identified
factor
for
haziness.
study
suggests
antidotes
these
highlighted
challenges,
deep
intentional
designs
that
transcend
surface-level
implementation
(what
called
‘deep
gamification’).
Amidst
spree
extrinsic
anyhow,
we
propose
careful
consideration
implementing
reward-based
elements,
multiple
settings.
Again,
move-away
from
overly
used
self-determination
theory,
flow
theory
open
pathways.
As
believe,
theoretical
lens
through
often
viewed
serves
limiting
factor,
impeding
field's
progression
obscuring
full
potential
an
approach.
Review of Artificial Intelligence in Education,
Год журнала:
2025,
Номер
6, С. e036 - e036
Опубликована: Янв. 30, 2025
The
chapter
is
premised
on
the
ever-changing
landscape
of
distance
learning
and
infusion
e-learning
aspect
into
teaching
strategies.
adoption
adaptive
strategies
necessitated
institutions
to
deliver
custom
experiences
that
address
unique
needs
individual
students.
points
importance
adopting
a
variety
such
as
personalized
learning,
automated
feedback,
visualized
enhance
student
experience
rather
than
assuming
one-fits-all-all
experience.
book
highlights
challenges
impede
in
Learning
Strategies.
underscores
point
at
core
Higher
education
need
threats
quality
by
efficient
instructional
for
Adaptive
learning.
also
suggests
mitigate
against
Advances in Mobile Learning Educational Research,
Год журнала:
2024,
Номер
4(2), С. 1122 - 1134
Опубликована: Авг. 26, 2024
In
the
context
of
Nepal,
most
mathematics
teachers
at
secondary
level
are
still
using
conventional
teacher-centred
pedagogy.
It
is
assumed
that
teachers'
pedagogy
might
enhance
learners'
engagement
in
learning
and
build
conceptual
understanding.
Project-based
(PBL)
a
student-centred
can
remove
misconceptions
about
content
knowledge,
engaged
learning,
support
developing
pedagogical
skills.
The
study
tried
to
reform
practice
teaching
mathematics.
action
research
was
conducted
four
schools
Nepal
by
five
two
cycles,
each
seven
days.
focused
on
implementation
PBL
secondary-level
schools,
impact
students'
activities,
professional
development.
seven-day
project
prepared
based
3-day
workshop
for
surface
area
prism
pyramid
grade
ten
different
school
settings,
activities
were
observed.
collected
qualitative
data
through
interviews
(baseline
post),
observation,
teacher
reflection
notes.
Text
analyzed
thematically
meaning-making
finding.
study's
significant
findings
inclusive
education,
contextualization
Likewise,
creativity
observed
during
research,
supported
reforming
their
with
new
experiences
PBL.
other
implementing
Information Technologies and Learning Tools,
Год журнала:
2023,
Номер
97(5), С. 138 - 148
Опубликована: Окт. 30, 2023
This
study
delves
into
the
insights
and
experiences
of
teachers
regarding
influence
AI-driven
gamification
on
student
motivation,
engagement,
learning
outcomes.
Through
qualitative
research
methods,
teacher
perspectives
are
explored
to
unravel
multifaceted
aspects
AI-enhanced
within
educational
settings.
The
identifies
several
significant
themes,
including
positive
perceptions
gamification,
challenges
in
implementation,
elevated
motivation
enhanced
experiences,
improved
outcomes,
complexities
assessing
long-term
effects.
findings
underscore
transformative
potential
as
educators
highlight
its
ability
create
democratic,
effective,
environments.
Nevertheless,
also
uncovers
related
professional
development,
technical
glitches,
curriculum
alignment
implementation
this
innovative
approach.
Moreover,
reveals
a
resounding
consensus
among
impact
participation,
experiences.
Teachers
emphasize
how
can
turn
ordinary
enjoyable
meaningful
journeys,
offering
students
autonomy
real-time
feedback.
Furthermore,
believe
that
contributes
fostering
deeper
understanding
subject
matter,
knowledge
retention,
problem-solving
skills.
Despite
these
short-term
gains,
acknowledge
need
for
longitudinal
studies
comprehensively
assess
effects
