Co-design of digital learning resources for care workers: reflections on the neurocare knowhow project

Soreny, Cathy; Takhar, Philippa; Vickers, Emma; Bartlett, Rebecca; Coates, Elizabeth; Stavroulakis, Theocharis; Fox, Elaine; Davidson, Heather; Harrison, Adam P.; McDermott, Christopher J.

doi:10.1080/03091902.2022.2089253

Cited by 2 publications

(1 citation statement)

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“…With the rapid expansion of digital learning platforms, there is a growing imperative to tailor these platforms to meet the diverse needs and preferences of a global audience (Aseervatham & Dananjayan, 2023; Soreny et al, 2022). Recognizing this, many institutions and businesses are tapping into the potential of game elements as a pivotal strategy to boost user engagement and learning outcomes (Jayawardena et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

From Game Elements to Active Learning Intentions: Exploring the Driving Factors in Digital Learning Platforms

Cui,

Yang

2023

Sage Open

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This study investigates the influence of game elements on active learning intentions within digital learning platforms. Drawing from a situational perspective, we developed a model and validated it using data from 492 respondents collected via questionnaires. Our findings suggest that while social elements enhance active learning intentions, both achievement and immersive elements tend to weaken them. Notably, the spirituality of the learning place serves as a mediator in the relationship between game elements and active learning intentions. Furthermore, we emphasize the moderating effects of different game behavior patterns. This research enriches our comprehension of game elements’ role in shaping active learning intentions on digital platforms, offering valuable insights for educators and platform developers.

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Section: Introductionmentioning

confidence: 99%