Designing game-like activities to engage adult learners in higher education

Mora, Alberto; Planas, Elena; Arnedo-Moreno, Joan

doi:10.1145/3012430.3012603

Cited by 17 publications

(20 citation statements)

References 10 publications

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“…Does it add value to the learning experience if the use of WhatsApp is structured in a way to enhance active learning? There have been cases of where social media were used in a class environment producing positive results (Sayan, 2016; Selwyn, 2012; Tess, 2013; Williams & Adesope, 2017), but this use has been mainly restricted to creating groups (Fischer, 2013) and not the embedded use of the app in a game-like environment with bonuses and minuses to create excitement and flow (Mora et al., 2016; Subhash & Cudney, 2018). In this study, active learning was structured using the app such that it had mechanisms to ensure the class participated actively.…”

Section: Discussionmentioning

confidence: 99%

Using the WhatsApp Social Media Application for Active Learning

Dahdal

2020

Journal of Educational Technology Systems

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WhatsApp, the message-sharing social media app, is commonly used by students to collaborate on class assignments. This article examines the use of WhatsApp as part of a course gradable assignments and weekly pre- and postlecture discussions. This study is based on a survey and interviews conducted with undergraduate university students in the UAE who were asked if WhatsApp Groups use within the structured frame of the course and as gradable requirements increased their motivation to contribute to the course work. The results indicate that the students were more engaged with assignments that had WhatsApp embedded within the assignment structure. Furthermore, they found the pre- and postlecture WhatsApp discussions beneficial and effective, increasing motivation to participate actively in the lecture’s topic. This study concludes that the use of WhatsApp as part of course gradable assignments can contribute to active learning and enhance collaborative learning pre- and postlectures.

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Section: Discussionmentioning

confidence: 99%

Using the WhatsApp Social Media Application for Active Learning

Dahdal

2020

Journal of Educational Technology Systems

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“…For this research, Mora et al (2018) used the SPARC model, previously reported by the lead author (Mora et al, 2016), to gamify software that teaches statistical computing. Within the experiment, users were categorized according to self-evaluations based on the Hexad User Type scale (Tondello et al, 2016) and assigned to four different implementations of rules and rewards.…”

Section: Effect Of Personalized Gameful Design On Student Engagement mentioning

confidence: 99%

“…Connoly et al, 2012) and were thus classified as "other." For instance, in OTHER15, a gameful learning experience was designed using Trello boards and the SPARC model (Mora et al, 2016). OTHER12 utilized a game-like quiz, while SCOPUS1 used a game-like calculation app.…”

Section: Gamesmentioning

confidence: 99%

A Systematic Literature Review of Analytics for Adaptivity Within Educational Video Games

Ninaus

Nebel

2021

Front. Educ.

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Research has shown that serious games, digital game-based learning, and educational video games can be powerful learning instruments. However, experimental and meta-research have revealed that several moderators and variables influence the resulting learning outcomes. Advances in the areas of learning and game analytics potentially allow for controlling and improving the underlying learning processes of games by adapting their mechanics to the individual needs of the learner, to properties of the learning material, and/or to environmental factors. However, the field is young and no clear-cut guidelines are yet available. To shed more light on this topic and to identify common ground for further research, we conducted a systematic and pre-registered analysis of the literature. Particular attention was paid to different modes of adaptivity, different adaptive mechanisms in various learning domains and populations, differing theoretical frameworks, research methods, and measured concepts, as well as divergent underlying measures and analytics. Only 10 relevant papers were identified through the systematic literature search, which confirms that the field is still in its very early phases. The studies on which these papers were based, however, show promise in terms of the efficacy of adaptive educational games. Moreover, we identified an increased interest in the field of adaptive educational games and in the use of analytics. Nevertheless, we also identified a clear lack of common theoretical foundations as well as the application of rather heterogenous methods for investigating the effects of adaptivity. Most problematic was the lack of sufficient information (e.g., descriptions of used games, adaptive mechanisms), which often made it difficult to draw clear conclusions. Future studies should therefore focus on strong theory building and adhere to reporting standards across disciplines. Researchers from different disciplines must act in concert to advance the current state of the field in order to maximize its potential.

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“…Another example is the learners' experience and readiness to learn by considering the age of learners; adult or teenager, and how these factors can influence the learning process [15]. Mora et al have proposed and tested a gamification framework on Requirement Engineering (RE) course taught completely online for adult students (age > 25) [16]. The researchers concluded that the proposed framework was able to improve the level of students' engagements and motivation during the online course.…”

Section: B Online-learn Software Engineeringmentioning

confidence: 99%

Factors Influencing Computing Students’ Readiness to Online Learning for Understanding Software Engineering Foundations in Saudi Arabia

Alhubaishy¹

2020

IJACSA

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Designing game-like activities to engage adult learners in higher education

Cited by 17 publications

References 10 publications

Using the WhatsApp Social Media Application for Active Learning

Using the WhatsApp Social Media Application for Active Learning

A Systematic Literature Review of Analytics for Adaptivity Within Educational Video Games

Factors Influencing Computing Students’ Readiness to Online Learning for Understanding Software Engineering Foundations in Saudi Arabia

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