A discussion on introducing half-anonymity and gamification to improve students' motivation and engagement in classroom lectures

Ohno, Asako; Yamasaki, Takahiro; Tokiwa, Kin-ichiroh

doi:10.1109/r10-htc.2013.6669044

Cited by 16 publications

(4 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to previous researchers, low self-efficacy students are found to be less involved in class activity (Ohno, Yamasaki, & Tokiwa, 2013). An experimental study conducted on 205 educational science students by (Sailer & Sailer, 2021) supported this finding.…”

Section: Literature Reviewmentioning

confidence: 91%

The Implications on Innovative Gamification Approach: Station Rotation Gamification (SRG) to Increase Student’s Motivation

Zaleha Abdullah

2023

tjjpt

View full text Add to dashboard Cite

Engaging student in learning is a very challenging process. This problem will lead to reducing in students’ interest and motivation in learning. According to Yang and Newman (2019), station rotational gamification aims to boost students' motivation, engagement, and academic success. Station Rotational is a component of blended learning, which combines in-person and online instruction. As a proposed solution to this issue, gamification will be incorporated into rotational blended learning using different stations in this study. This will allow students to learn transferrable abilities and then use them at stations that are optimised for the particular talent.Although gamification has been the subject of prior studies, relatively few have offered it in blended learning and e-learning in higher education in an organised fashion. As a result, the implementation of Station Rotation Gamification in collaborative environments will provide an alternative solution to the engagement issue both inside and outside of the classroom. The suggested approach that was applied in this study is a quasi-experimental to gauge how motivated students are when employing Station Rotation Gamification in a group setting. Following a structured interview with the researcher, 33 motivating questionnaires will be given to the students to complete. The use of Talentlms.com was made to evaluate the validity of gamification in education.The next step is to calculate the means for each construct for the three phases of pre-intervention, interim intervention, and post-intervention. Throughout contrast, Perceived Competence and Perceived Choice show an increase from pre-intervention to interim intervention but both constructs decline during post-intervention. These 2 constructs, effort and value, are gradually increasing throughout these 3 stages. The suggested approach works better at boosting pupils' motivation. This study's key contribution is to normalise the contrast variation and remove lighting variation. Conclusion: Using the suggested strategy effectively and efficiently resulted in an increase in the motivation of the students.

show abstract

Section: Literature Reviewmentioning

confidence: 91%

The Implications on Innovative Gamification Approach: Station Rotation Gamification (SRG) to Increase Student’s Motivation

Zaleha Abdullah

2023

tjjpt

View full text Add to dashboard Cite

show abstract

“…Creating game interface design, particular game methods with game design patterns could be an extra problem in some cases. Moreover, one disadvantaged thing that needs to be mentioned is the time spent on developing a game for a lesson (Ohno and Tokiwa, 2013). It must take time to create a gaming framework and it requires teachers more labour time.…”

Section: The Advantages and Disadvantages Of Using Gamification Tools...mentioning

confidence: 99%

Efl Teachers’ Use and Attitudes Towards Gamification in Teaching English at Upper Secondary Schools in Quang Tri Province, Vietnam / Việc Sử Dụng Và Thái Độ Của Giáo Viên Đối Với Trò Chơi Hoá Trong Dạy Tiếng Anh Tại Các Trường Trung Học Phổ Thông Tỉnh Quảng Trị, Việt Nam

Ngoc¹

2022

EJEL

View full text Add to dashboard Cite

It can be seen that emerging technology has had a positive impact on learning in several aspects. Gamiﬁcation has recently been implemented noticeably in learning and teaching. By enhancing students' engagement with the teaching materials and raising their level of competency, gamification has demonstrated its effectiveness in students’ integration of the educational process. Since learning and teaching a new language is a complicated and strenuous process, learners usually need to be motivated. Hence, the introduction of gamification in the classroom would bring some benefits to learning English. This study aimed to explore 60 teachers’ use and attitudes towards gamification in English language teaching at upper secondary schools in Quang Tri. To learn about the use and attitudes among teachers, both questionnaires and semi-structured interviews were employed. The questionnaire was delivered to 60 teachers, and 15 of them were also invited to participate in the follow-up interviews. The research findings indicate that teachers value the benefits of gamification in the classroom. However, there are still challenges that must be considered and overcome when using gamification tools. Based on the findings, pedagogical implications were made with the aim to enhance teaching and learning English in the foreign language context.Có thể thấy rằng công nghệ mới nổi đã có tác động tích cực đến việc học ở một số khía cạnh. Đáng chú ý, trò chơi hóa gần đây đã được triển khai trong học tập và giảng dạy. Bằng cách thúc đẩy sự tham gia của học sinh với các tài liệu giảng dạy cũng như nâng cao trình độ năng lực của người học, trò chơi hóa đã chứng minh hiệu quả của nó trong việc tham gia của người học vào quá trình giáo dục. Vì học và dạy một ngôn ngữ mới là một quá trình phức tạp và vất vả, người học thường cần được thúc đẩy. Do đó, việc đưa trò chơi hoá vào trong lớp học sẽ mang lại một số lợi ích cho việc học tiếng Anh. Nghiên cứu này nhằm tìm hiểu việc sử dụng và thái độ của 60 giáo viên đối với trò chơi hoá trong dạy học tiếng Anh tại các trường trung học phổ thông ở tỉnh Quảng Trị. Để tìm hiểu về việc sử dụng và thái độ giữa các giáo viên, bảng câu hỏi và phỏng vấn bán cấu trúc đều được sử dụng trong nghiên cứu này. Bảng câu hỏi được gửi tới 60 giáo viên và 15 giáo viên trong số họ cũng được mời tham gia các cuộc phỏng vấn tiếp theo. Kết quả nghiên cứu chỉ ra rằng giáo viên đánh giá cao lợi ích của trò chơi hoá trong lớp học. Tuy nhiên, vẫn còn những thách thức phải được xem xét và vượt qua khi sử dụng các công cụ trò chơi hoá. Dựa trên những phát hiện này, các ứng dụng sư phạm đã được đưa ra với mục đích tăng cường dạy và học tiếng Anh trong bối cảnh ngoại ngữ. Article visualizations:<img src="/-counters-/edu_01/0291/a.php" alt="Hit counter" />

show abstract

“…Completing the task by fun learning is significantly better than completing the task by enforced learning. Effective pedagogical tools [40] must comprise healthy interactivity sessions and the use of 3-D video lectures. Furthermore, focus is on practical concepts rather than theoretical concepts, and tutoring is significantly done by the instructor for a compound set of environments to make a session preeminent in every aspect.…”

Section: Preludementioning

confidence: 99%

Gamification and Machine Learning Inspired Approach for Classroom Engagement and Learning

Duggal

Gupta

Singh

2021

Mathematical Problems in Engineering

View full text Add to dashboard Cite

Technology has enhanced the scope and span of the teaching and learning process but somehow it could not enhance the self-motivation and engagement among the students to the same scale. The lack of self-motivation and intermittent engagement is one of the prime challenges faced by educators today. Perplexing tasks for the faculty are to embroil students during the lecture. This work paves new ways to scale up the enticement using artificial intelligence and machine learning. The intelligent framework proposed here is built on yet another novel methodology used globally for user engagement and is termed gamification. The primary objective of the present research work is to negate the issue of disengagement by designing and implementing a gamified framework on 120 students from higher education that will include student engagement, enticement, and motivation. Generally, mechanisms are designed for specific courses, whereas the gamified system proposed is an open-ended method irrespective of course and the program being studied, and this framework has endeavored on multiple courses. To enhance the utility of the gamified framework, ANFIS model is utilized for smart decision-making concerning rewards distribution that is directly proportional to the number of coins gained by the students. As an outcome, better participation of a group of students under the proposed intelligent gamified system is reported as compared to the control group thus endorsing the success of the model.

show abstract

A discussion on introducing half-anonymity and gamification to improve students' motivation and engagement in classroom lectures

Cited by 16 publications

References 8 publications

The Implications on Innovative Gamification Approach: Station Rotation Gamification (SRG) to Increase Student’s Motivation

The Implications on Innovative Gamification Approach: Station Rotation Gamification (SRG) to Increase Student’s Motivation

Gamification and Machine Learning Inspired Approach for Classroom Engagement and Learning

Contact Info

Product

Resources

About