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Exploring College Student Experiences In A Kinesiology Course Using A Gamified Grading System, Rachel E. Williams, Jedediah E. Blanton, Christopher D. Kilgore, Matthew Jones
Exploring College Student Experiences In A Kinesiology Course Using A Gamified Grading System, Rachel E. Williams, Jedediah E. Blanton, Christopher D. Kilgore, Matthew Jones
Educational Practices in Kinesiology
Past findings indicate mixed results on the effectiveness of gamification in college courses. The use of a gamified version of specifications-based grading (e.g., gamified grading) is not yet well understood. The purpose of this two-part study was to understand students’ perceptions of intrinsic motivation and engagement in a kinesiology course using gamified grading, facilitated by a gamified grading platform called GradeCraft©. We used qualitative inquiry to capture a robust description of the student experience across a semester, identifying themes describing the course management (e.g., comparison with traditional course, individual approach), and the psychological experience (e.g., autonomy, stress). The following semester, …
Many Lenses With One Focus: Making Philosophy Learning Meaningful Through Collaborative Design, Jonathan Kaplan, Tianhong Shi
Many Lenses With One Focus: Making Philosophy Learning Meaningful Through Collaborative Design, Jonathan Kaplan, Tianhong Shi
Journal of Educational Research and Practice
Utilizing the Understanding by Design (UbD) framework, a lead philosophy instructor and an instructional designer collaborated with seven other faculty members to create Great Ideas in Philosophy for online asynchronous delivery. We presented a broad array of topics in philosophy and provided substantial practices in “doing” philosophy, aiming to create a welcoming space for a diverse student body, to help students see philosophy as a diverse field, and to provide an engaging and meaningful learning experience for students. Student feedback and final project presentations demonstrated significant learning growth in students taking this newly designed Great Ideas in Philosophy. This …
Understanding Motivational Differences Through The Lens Of Gamification User Types, Heather J. S. Birch
Understanding Motivational Differences Through The Lens Of Gamification User Types, Heather J. S. Birch
International Christian Community of Teacher Educators Journal
In the context of an educational technology course, teacher candidates completed Marczewski’s User Types Hexad Test, a questionnaire based on a typology for classifying both intrinsic and extrinsic motivational tendencies. The test results showed teacher candidates' motivational tendencies, through indicating their resonance with six different User Types, including Socializers, Free Spirits, Achievers, Philanthropists, Players, and Disruptors. Knowing their User Type allowed teacher candidates to reflect on their own personal motivations to use various types of digital tools, as well as to consider how their peers and their students with different user profiles may be motivated differently than themselves. The …