Backing the Right Horse: Gamification and Mixed Realities in Higher Education

Mattera, Marina; Gava, Luana; Ureña, Raquel; Ropero, Eva

doi:10.1145/3459955.3460613

Cited by 2 publications

(3 citation statements)

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“…A total number of 22 articles and studies were reviewed with the objective of identifying instructional strategies that could be applied to elderly learners in order to create a learning experience that is more sustainable, following one aspect of the sustainable development goals, which is to provide quality education for people of all ages. Based on the systematic literature review conducted, studies by (Chen et al, 2021;Dauenhauer et al, 2018;Dove & Astell, 2019;Formosa, 2021;Hansen et al, 2020;Kayes & Kayes, 2021;Lee & Kim, 2018;Mattera et al, 2021;Muñoz-Rodríguez et al, 2020;Olvares-Cuhat, 2018;Seah et al, 2018) along with Tyler et al (2020) reported the use of collaborative learning studies, which includes group learning, participation, engagement and intergenerational learning as the methods of learning applicable under collaborative learning strategy.…”

Section: Discussionmentioning

confidence: 99%

“…It includes practical learning, which is mentioned by two studies-Blažič and Blažič The fourth instructional strategy obtained is providing some sort of external support for the elderly learners, so that they feel more motivated and excited to participate in the learning process. One type of external support is conducting lessons in an environment that is fun and lively (Blažič & Blažič, 2019;Tsai et al, 2019), motivating and encouraging (Dove & Astell, 2019;Lai, 2020;Mattera et al, 2021;Tsai et al, 2019), and also by providing feedbacks in the form of acknowledgements and comments to the learners (Allen et al, 2021;Kayes & Kayes, 2021;Lee & Kim, 2018;Olvares-Cuhat, 2018;Pappas et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…2019) andMattera et al (2021). Another learning style obtained from the systematic reviewing is guided learning, which was used in studies by Lai (2020); Lin and Wei (2021); Pappas et al (2019); and Tyler et al (2020).…”

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confidence: 99%

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Sustainability Learning For Older Adults Through Technology Use: A Systematic Literature Review

Zaid¹

2022

The European Proceedings of Multidisciplinary Sciences

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Digital technology influences our lives in various ways. Today, the escalating pace of social, economic, and technological changes at home, at work, in the community, and in global society creates a perpetual need for everyone, including older adults, to engage in lifelong learning habits. When it comes to learning and using technology, older adults are often stereotypically described as a homogenous group that lags, causing them to have low or no interest, experience anxiety, or lack self-confidence. A standard view is that older citizens are usually hesitant and worried about using technological devices such as computers or smartphones and feel nervous and timid about their ability to use the latest technology. This paper aims to look into past research on how advanced technologies create sustainable learning opportunities for older adults. This study is conducted following the guidelines of RepOrting standards for Systematic Evidence Syntheses (ROSES), explicitly designed for systematic reviewing and mapping for environment management. The ROSES protocol aims to aid researchers in distinguishing a variety of physical, mental, emotional, and social barriers that affect older adults' ability to use information technology effectively.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Sustainability Learning For Older Adults Through Technology Use: A Systematic Literature Review

Zaid¹

2022

The European Proceedings of Multidisciplinary Sciences

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Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident.

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Backing the Right Horse: Gamification and Mixed Realities in Higher Education

Cited by 2 publications

References 5 publications

Sustainability Learning For Older Adults Through Technology Use: A Systematic Literature Review

Sustainability Learning For Older Adults Through Technology Use: A Systematic Literature Review

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

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