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Articles 1 - 7 of 7
Full-Text Articles in Social and Behavioral Sciences
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, …
Gamification, Game-Based Learning, And Student Engagement In Education, Alan May
Gamification, Game-Based Learning, And Student Engagement In Education, Alan May
Leadership Education Capstones
Over the past few years the application of educational technology in the classroom setting has been increasingly popular. Educators at all levels, primary, secondary, and post-secondary have been exploring best practices in the use of educational technology and the impact that educational technology has on student learning. Many educators have explored the idea of gamification and game-based learning in their classrooms to improve student learning and student engagement. Using technology to create a gamified or game-based learning shows positive results and has fostered an environment that encourages students to collaborate with their peers, engage with content material, and stay motivated …
Grand Challenge No. 3: Digital Archaeology Technology-Enabled Learning In Archaeology, Meaghan M. Peuramaki-Brown, Shawn G. Morton, Oula Seitsonen, Chris Sims, Dave Blaine
Grand Challenge No. 3: Digital Archaeology Technology-Enabled Learning In Archaeology, Meaghan M. Peuramaki-Brown, Shawn G. Morton, Oula Seitsonen, Chris Sims, Dave Blaine
Journal of Archaeology and Education
Archaeology is traditionally a hands-on, in-person discipline when it comes to formal and informal instruction; however, more and more we are seeing the application of blended and online instruction and outreach implemented within our discipline. To this point, much of the movement in this direction has been related to a greater administrative emphasis on filling university classrooms, as well as the increasing importance of public outreach and engagement when it comes to presenting our research. More recently, we have all had to adjust our activities and interactions in reaction to physical distancing requirements during a pandemic. Whether in a physical …
Games For Organizational Training: Gamer Motivation Profile And Organizational Training Climate Effect Of Trainee Preference For Gamified Training, Brooke-Nicole Woods Ruffin
Games For Organizational Training: Gamer Motivation Profile And Organizational Training Climate Effect Of Trainee Preference For Gamified Training, Brooke-Nicole Woods Ruffin
Masters Theses
“Gamified training is often utilized in organizations as a way to revamp their training and gain the attention of their employees. However, this training is expensive, and research is needed to help ensure that this training delivery is successful. In this study, first an individual’s gamer motivation profile is compared with learning outcomes that share the same elements. This was completed to determine if the elements that they looked for in playing video games were in alignment with those same elements in training In addition, it was explored whether the preference for participating in video games based on an individual’s …
The Impact Of Gamification On Second-Language Learning, Maram Almufareh
The Impact Of Gamification On Second-Language Learning, Maram Almufareh
CGU Theses & Dissertations
Background: The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology driven solutions in improving students’ learning outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of student’s attitude, and experience with video-gaming on student’s achievement and second, to evaluate the effects of student’s attitude and experience that are mediated by student’s motivation. Methods: This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. In …
A Phenomenological Study Into How Early Childhood Educators Experience Gamification As An Employee Motivational Tool, Marlene C. Cooper
A Phenomenological Study Into How Early Childhood Educators Experience Gamification As An Employee Motivational Tool, Marlene C. Cooper
CUP Ed.D. Dissertations
The purpose of this study was to explore how early childhood educators (ECE) experience gamification as a motivational tool. The study was grounded in self-efficacy theory and used the transcendental phenomenological methodology to uncover the lived experiences of the participants. The researcher used questionnaires, journals, and interviews to gather data from respondents. The interview utilized open-ended questions to provide respondents the opportunity to give a detailed account of their shared experiences while operating the gamified technology used in their program. Data was collected from 8 ECE teachers working at a private preschool in a mid-Atlantic state. Participant accounts described a …
Incorporating Diegetic Elements To Increase Engagement In Games For Engineering Education, Katherine Smith, Yuzhong Shen, Anthony W. Dean
Incorporating Diegetic Elements To Increase Engagement In Games For Engineering Education, Katherine Smith, Yuzhong Shen, Anthony W. Dean
VMASC Publications
One of the difficulties in developing educational games is maintaining player engagement. This engagement is critical for games to provide effective learning experiences. One way to increase engagement in games is to limit interruptions during game play. In educational games, this can be accomplished by incorporating learning or problem-solving elements diegetically. Diegetic elements are those that are part of the game scene. With this in mind, a series of games for Science, Technology, Engineering, and Mathematics (STEM) education has been developed focusing on content in courses that are prerequisites to the engineering curriculum. These games cover topics in pre-calculus, calculus, …