Analysis of the Documents Published in the Web of Science Database on Teachers' Gamification Method: A Content Analysis

Özçınar, Zehra; Zakirova, Venera G.; Kurbanov, Rashad A.; Belyalova, Asiya M.

doi:10.3991/ijet.v14i22.11741

Cited by 13 publications

(13 citation statements)

References 17 publications

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“…In [44], the researchers employed behavioural, cognitive and emotional engagement factors to study student engagement concerning gamified online discussions, while in [74], the roles of emotional, cognitive, and behavioural aspects of student engagement in online e-learning were studied. Likewise, in [75], the researchers have used effective, behavioural, and cognitive aspects to study student engagement with gamified e-learning activities, while in another study, the researchers discussed the emotional, social, and behavioural factors underlying student engagement with a gamified e-learning platform [76,77]. The summary of the reviewed researches against the type of engagement factors are depicted in Table 4.…”

Section: Student Engagement Factorsmentioning

confidence: 99%

A Conceptual Engagement Framework for Gamified E-Learning Platform Activities

Alsubhi¹,

Sahari²,

Wook³

2020

Int. J. Emerg. Technol. Learn.

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University students utilise e-learning resources to gain easy access to information and to make general enquiries. Such online environments offer alternatives to traditional learning, which is now considered expensive, and time-consuming with varying results. Student disengagement is reported as the main problem for higher education e-learning platforms, however, leading e-learning developers to employ Gamification to counteract this issue. A plethora of game elements are used in the gamification of e-learning, however, that necessitates more careful consideration of the various learning activities used in e-learning platforms. This study thus identifies several game elements suitable for inclusion in learning activities in e-learning platforms to improve student engagement, based on a literature-based analysis. This identified the most commonly used game elements, and a subsequent questionnaire survey examined real user perspectives on these elements. As a result, a conceptual engagement framework outlining how game elements might be used to support e-learning activities to engage students is proposed. The framework is intended to be used as a guideline for developers and academics seeking to build engaging e-learning systems based on good foundational concepts. The paper thus presents a short review of existing e-learning gamification frameworks and the steps taken towards the identification of commonly used game elements. Learning activities and student engagement factors usually employed in e-learning platforms are subsequently discussed in relation to the development of the proposed conceptual engagement framework for gamified e-learning activities.

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Section: Student Engagement Factorsmentioning

confidence: 99%

A Conceptual Engagement Framework for Gamified E-Learning Platform Activities

Alsubhi¹,

Sahari²,

Wook³

2020

Int. J. Emerg. Technol. Learn.

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“…As information-communication technology (ICT) has been blurring the line between formal, non-formal, and informal education, game-based learning and gamification have become interesting approaches to improve outcomes outside the traditional gaming context, such as students' motiva-tion, engagement, and performance. The number of publications on gamification in education has indeed been steadily growing in the last decade but focused mainly on its design principles and results [1], [2]. However, years of research on technology acceptance have shown the leading role of personal characteristics in predicting the adoption of pedagogical innovations [3], [4].…”

Section: Introductionmentioning

confidence: 99%

Pre-Service and In-Service Teachers’ Views on Gamification

Sajinčič¹,

Sandak

Starčič

2022

Int. J. Emerg. Technol. Learn.

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Despite the popularity of gamification among academics due to its propensity to promote student motivation, engagement, and behavioral change, its use in formal education is still limited. We reached out to educators at all levels to examine their experience, attitude, familiarity with gamified teaching, and their personality, to see if teachers’ personal characteristics are related to the intention of implementing gamified teaching. 118 in-service and 102 pre-service teachers completed the BFI-S and the questionnaire developed for the study. Teachers predominantly assumed that gamification represents game-based learning, and more than half reported using some game elements in at least one of their lectures. While in general participants were welcoming towards gamified teaching, experienced teachers had a more positive attitude toward gamification compared to pre-service teachers. Attitude was a mediator between the intention to use and a presumption that gamification means using educational games, experience with gamification, and openness. In addition, past use significantly predicted intention to use even when accounting for attitude. Both in-service and pre-service teachers expressed a wish to learn more about gamification. The study identified another gap between theory and practice, showing a need for teachers to be informed more regularly about the latest pedagogical strategies and approaches.

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“…As evidenced by the pre-mentioned studies and recent reviews of gamification in education [6], [11], [12], [28], several issues can be identified. First, gamification still requires more careful experimental evaluations to investigate its effect on learning since most studies focus on short-term learning with limited sample sizes.…”

Section: Related Workmentioning

confidence: 99%

“…Fourth, mixed findings were generated for different cultures, learning environments and the use of single or combined game elements. According to these issues, there is a research gap in conducting a more focused research study on the effect of gamification on young students applied in a different culture and application domain [28]. To the best of our knowledge, the study presented in this paper is one of the first careful studies that examine the impact of gamification on elementary school students applied to Arabic language learning.…”

Section: Related Workmentioning

confidence: 99%

Evaluation of Gamification in E-Learning Systems for Elementary School Students

Alshammari¹

2020

TEM Journal

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Gamification is often proposed as a promising solution to traditional e-learning systems by the incorporation of game elements and mechanisms to enhance the motivation, engagement and students’ learning. However, most current studies lack careful and thorough experimental evaluation on the effect of gamification and are normally applied to science learning for adults which makes it difficult to generalize the findings to other learning domains. This paper addresses this issue by offering a controlled experiment with 58 elementary school students studying a course on Arabic language to investigate the learning effect of gamification. The results indicate that gamification positively enhances the learning outcome and students’ learning motivation.

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Analysis of the Documents Published in the Web of Science Database on Teachers' Gamification Method: A Content Analysis

Cited by 13 publications

References 17 publications

A Conceptual Engagement Framework for Gamified E-Learning Platform Activities

A Conceptual Engagement Framework for Gamified E-Learning Platform Activities

Pre-Service and In-Service Teachers’ Views on Gamification

Evaluation of Gamification in E-Learning Systems for Elementary School Students

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