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.
Education Sciences,
Год журнала:
2024,
Номер
14(6), С. 639 - 639
Опубликована: Июнь 13, 2024
This
study
aims
to
examine
the
existing
evidence
on
gamification
in
educational
settings,
highlighting
its
impact
motivation
and
academic
performance.
Methodologically,
a
Systematic
Literature
Review
(SLR)
was
developed
under
PRISMA
statement
criteria
using
three
multidisciplinary
databases:
Web
of
Science,
Scopus,
Scielo.
According
inclusion,
exclusion,
quality
criteria,
it
determined
include
9
SLR
articles
that
address
at
least
one
two
key
variables:
student
or
The
were
published
between
2016
2022,
available
open
access,
written
English
Spanish,
with
content
is
directly
related
research
questions.
results
reveal
significantly
influences
by
facilitating
assimilation
knowledge,
improvement
skills
competencies
students,
specifically
refers
wide
range
capabilities
are
essential
for
success
environment
can
be
enhanced
through
playful
interactive
learning
experiences.
These
cognitive,
self-learning,
social,
collaborative,
among
others.
It
concluded
creativity
adaptability
successfully
implementing
classroom.
Advances in educational technologies and instructional design book series,
Год журнала:
2025,
Номер
unknown, С. 155 - 186
Опубликована: Янв. 17, 2025
This
design-based
research
study
aimed
to
develop
and
refine
a
digital
educational
game
development
training
framework
for
pre-service
teachers.
Following
established
instructional
design
models,
the
curriculum
was
designed
equip
teachers
with
key
competencies
in
pedagogy,
scenario,
design,
technical
skills.
In
first
iteration,
challenges
related
delayed
introduction
of
were
identified,
particularly
participants
limited
addressed
second
iteration
by
integrating
blog-based
programming
language
earlier
process,
allowing
create
more
advanced
prototypes.
The
results
demonstrated
significant
improvement
teachers'
self-efficacy
scores,
as
shown
higher
mean
scores
iteration.
Participants
expressed
positive
feedback
on
revised
course
structure,
noting
that
integration
skills
enhanced
their
ability
games.
Information,
Год журнала:
2025,
Номер
16(6), С. 427 - 427
Опубликована: Май 23, 2025
This
study
explores
the
effects
of
interacting
with
AI
vs.
human
interlocutors
on
English
language
learners’
speaking
performance
in
a
game-based
learning
context.
We
developed
Taboo
Talks,
word-guessing
game
which
learners
alternated
between
giving
and
guessing
clues
either
an
or
partner.
To
evaluate
impact
interaction
mode
oral
proficiency,
participants
completed
story
retelling
task,
assessed
using
complexity,
accuracy,
fluency
(CAF)
metrics.
Each
participant
engaged
both
partner
conditions,
group
order
counterbalanced.
The
results
from
task
indicated
modest
improvements
particularly
following
Accuracy
scores
remained
largely
stable
across
conditions.
Post-task
reflections
revealed
that
perceived
partners
as
less
intimidating,
facilitating
more
relaxed
production,
though
concerns
were
noted
regarding
limited
responsiveness.
Qualitative
analysis
gameplay
transcripts
further
contrasting
interactional
patterns:
elicited
structured
interactions
whereas
prompted
spontaneous
variable
interactions.
These
findings
suggest
AI-mediated
can
enhance
specific
dimensions
spoken
development
may
serve
complementary
resource
alongside
interaction.
PLoS ONE,
Год журнала:
2024,
Номер
19(5), С. e0303259 - e0303259
Опубликована: Май 15, 2024
This
study
investigates
the
effectiveness
of
gamification
in
enhancing
learning
outcomes
Environmental,
Social,
and
Governance
(ESG)
education.
Employing
a
cluster
randomized
experiment,
research
involved
22
classes
from
four
universities,
divided
into
gamified
traditional
teaching
groups.
The
group
engaged
with
ESG
concepts
through
interactive,
game-like
elements,
while
control
followed
standard
educational
practices.
aimed
to
determine
whether
could
improve
course
enhance
Psychological
Ownership
Perceived
Importance,
thereby
influencing
outcomes.
Data
collected
post-experiment
surveys
were
analyzed
using
multiple
linear
regression
Structural
Equation
Modeling
(SEM).
Results
indicated
that
students
performed
significantly
better
exams
compared
group,
demonstrating
academic
achievement.
SEM
analysis
further
revealed
positively
impacted
which
turn
improved
performance.
These
findings
suggest
incorporating
education
can
effectively
engage
deepen
their
understanding
complex
sustainability
issues.
contributes
field
by
highlighting
potential
as
transformative
tool
higher
education,
particularly
abstract
multifaceted
subjects
like
ESG.
Jurnal Penelitian Pendidikan IPA,
Год журнала:
2024,
Номер
10(5), С. 2211 - 2219
Опубликована: Май 25, 2024
Technology
in
the
5.0
revolution
is
developing
very
rapidly
so
it
necessary
to
prepare
student
face
challenges
of
21st
century
by
having
skills,
namely
critical
thinking
Having
a
low
category
because
teacher
using
media
has
not
facilitated
students
think
critically
tends
be
monotonous
and
boring.
The
purpose
this
experiment
establish
effective
AR
improving
learners'
skills
on
IPAS
material.
study
used
quantitative
research
methods
with
type
true
pretest-posttest
control
group
design.
data
collection
are
test
instrument.
results
were
tested
Independent
T-Test
find
out
enhancing
students'
then
conducted
an
effectiveness
determine
application
Augmented
Reality-based
learning
improve
average
value
experimental
class
58.92
75.98
while
conventional
58.80
63.56.
Sample
obtained
0.000
provisions
decision
if
significant
less
than
0.05
there
sig.
effects
among
posttests.
N-Gain
result
56.52
which
was
categorized
as
sufficient.
It
synthesized
that
AR-based
improves
use
test.
Information,
Год журнала:
2025,
Номер
16(1), С. 56 - 56
Опубликована: Янв. 15, 2025
The
present
survey
examines
the
intersection
of
methodological
advancements
and
technological
innovations
in
e-learning,
emphasizing
their
transformative
impact
on
modern
education.
It
systematically
explores
instructional
design
frameworks,
adaptive
learning
systems,
immersive
technologies,
data-driven
analytics,
highlighting
role
fostering
personalized,
scalable,
inclusive
environments.
Through
integration
pedagogical
theories
with
advanced
tools
like
artificial
intelligence
(AI),
augmented
reality
(AR),
virtual
(VR),
mixed
(MR),
this
study
demonstrates
how
e-learning
systems
enhance
engagement,
retention,
accessibility.
addresses
critical
challenges
such
as
digital
divide,
data
privacy,
resistance
to
adoption,
offering
evidence-based
strategies
mitigate
these
issues.
underscores
importance
bridging
equity
gaps
while
maintaining
scalability
sustainability,
particularly
underserved
regions.
By
synthesizing
state-of-the-art
research
practical
applications,
work
provides
actionable
insights
into
future
advocating
for
a
balanced
approach
innovation
that
aligns
capabilities
diverse
needs
global
learners.
findings
contribute
broader
discourse
sustainable,
inclusive,
effective
education
ecosystems.
