A Conceptual Engagement Framework for Gamified E-Learning Platform Activities

Higher education institutions encounters difficulties when the Covid-19 pandemic happens because learners cannot go to class and absorb knowledge directly. In Vietnam, universities have used online learning to help learners keep learning in this pandemic context. However, the quality and effectiveness of the learning process are questioned by the learner and the teaching staff. In this context, our research is looking for solutions to apply new technology in the teaching process to ensure the quality and effectiveness of learning. Among these new technologies, digital games are considered due to most students playing digital games as well as their positive effects in teaching reflected in recent publications. Under the approach of technological process, our team evaluate the feasibility and effectiveness of the digital game-based instructional technology at HUST. In terms of feasibility, research results show that most students agree that learning skills can be formed by using digital games in learning process. About the efficiency, there are three key findings: First, although male students play video games more than female students, the results show that both men and women have the same rate to-wards the effectiveness of digital games in learning. Second, there is no difference in assessing the effectiveness of digital games in learning between IT students and non-IT students although IT students are more exposed to technology. Third, there is a difference in the views of second-year students and third-year students. This difference shows the reason to build blended-learning courses that use digital games effectively for third-year students who starts more indeed engineering major at universities.

Section: Definition Of Digital Games and Digital Game-based Learningmentioning

confidence: 99%

Evaluating Feasibility and Effectiveness of Digital Game-Based Instructional Technology

Huong

Cuong

2021

“…It is one of the most important educational gamification issues that how to combine the education and the game in the activities. Many reports present which game elements are suitable for educational gamification to increase user engagement in gamebased learning activities, including points, level, badges, leader board, and timers [13,15]. An educational game authoring tools are required to associate game missions with learning objectives.…”

Section: Game Authoring Environmentmentioning

confidence: 99%

Design and Implementation of A Collaborative Educational Gamification Authoring System

Liu

2021

Gamification has been widely applied on modern education. Most of them are applied to stimulate learning motivation and improve learning efficiency for stu-dents. A successful game-based learning content development depends on both an adaptive educational activity planning and a high-quality game design. In edu-cational activity planning, the 5E learning cycle model presents a framework for constructive learning theories and is effectively used in education sciences. Thus, in this study, a proposed collaborative educational gamification authoring system, CeGAS, is recommended to teachers to realize their game-based learning/teaching planning activities based on the 5E learning cycle strategy. Using the CeGAS, rich experienced teachers could easily plan and conduct their educational activities without considering the complexity and difficulty of game implementation. As each experienced teacher follows the steps of the 5E learning cycle in the pro-posed script editing system, including engagement, exploration, explanation, elaboration, and evaluation, an available and exclusive game-based learning con-tent with the 5E learning strategy will be developed. We are looking forward to achieving the goals of educational gamification with the educational game author-ing system.

“…Some tools that are used to generate the entertainment trend are games, videos or the creation of contests [64] as all of them are known to be useful for generating entertaining experiences on social networks [55], which increases participation in the social network communities of brands [45], [55], [63]. In the case of MOOCs, it has been shown that the use of games, fun content and user enjoyment of the course content are key to the success of the course [65].…”

Section: Social Media Marketingmentioning

confidence: 99%

Micro-learning Platforms Brand Awareness Using Socialmedia Marketing and Customer Brand Engagement

Mujica

Villanueva

Lodeiros-Zubiria

2021

This study aims to analyse the impact of Social Media Marketing in Customer Brand Engagement and Brand Awareness micro-learning platforms. The sample consisted of 220 students from micro-learning platforms using social media in the educational institutions. Because social-media marketing and customer brand- engagement are second-order reflexive constructions, the two-stage approach of hierarchical models with mode-A was adopted. The results reveal that social media marketing influences both the building of customer brand engagement and brand awareness among students on micro-learning platforms. Furthermore, it was shown that customer brand engagement is an important mediator between social media marketing and brand awareness. Social-media marketing activities carried out by micro-learning platforms contribute to the generation of customer brand-engagement and brand awareness of these institutions. Furthermore, the results show that, although social-media marketing helps to generate brand-awareness, it is through customer brand-engagement that social-media marketing is most effective in generating brand-awareness. For micro-learning platforms, the results allow them to understand the importance of customer brand-engagement when using social-media marketing to generate brand-awareness.