Developing science learning activities using online gamification

Teemueangsa, Sanit; Jedaman, Pornchai

doi:10.1088/1742-6596/1835/1/012079

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…Besides, the mechanisms and rules of gamified learning may cause students cognitive load or learning anxiety (Spieler et al, 2020). Therefore, tools are needed to reduce the cognitive load imposed by gamified learning, of which mind tools are a possible option (Teemueangsa, & Jedaman, 2021;Chen et al, 2022). At this point, the use of mind tool designed to support gamified learning activities has potential for distance learning and is the tool used in this study to provide scaffolding support for gamified learning activities.…”

Section: Introductionmentioning

confidence: 99%

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning

2023

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Gamified learning is an instructional strategy that motivates students to learn, and the use of multiple representations assists learning by promoting students' thinking and advanced mathematical problem-solving skills. In particular, emergency distance learning caused by the COVID-19 pandemic may result in a lack of motivation and effectiveness in learning. This study designed an online gamified learning activity incorporating multi-representational scaffolding and compared the differences in the learning achievement and motivation for the gamified activity and general synchronous distance learning. In addition, for the group that conducted the gamified learning activity, we measured the participants' flow, anxiety, and emotion during the activity. A total of 36 high school students participated in the experiment. The results indicated that the gamified learning activity was not significantly effective in terms of enhancing learning achievement. In terms of learning motivation, a significant decrease in motivation was found for the group using general synchronous learning, while a significant increase in motivation was found for the group using synchronous gamified learning. This indicates that despite the negative impact of the pandemic on learning, gamified learning still enhances students' learning motivation. The results of flow, anxiety, and emotion showed that the participants had a positive and engaged experience. Participants provided feedback that the multirepresentational scaffolding facilitates learning.

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Section: Introductionmentioning

confidence: 99%

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning

2023

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“…• increases the motivation of students (Glover, 2013;Van Roy & Zaman, 2018); • promotes distance learning services (Teemueangsa & Jedaman, 2019) and increases the effectiveness of online courses (Bicen & Kocakoyun, 2018); • prepares students to solve problems arising in the field of professional activity (De Schutter & Abeele, 2014); • attracts the attention of employees and customers (Zickermann & Linder, 2014;Armstrong & Landers, 2018).…”

Section: Introductionmentioning

confidence: 99%

Gamification as a New Format of Projects Method in Blended Learning Conditions Studying Disciplines of the Pedagogical Cycle

Nalyvaiko

Zhukova

Ivanenko

et al. 2021

RREM

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The paper discusses the main issues of organizing the learning process based on the gamification. The publication analyzes the main provisions of the application of elements of gamification in the process of teaching students. The study proposes to consider gamification as a new format of the project method in the context of blended learning in the study of disciplines of the pedagogical cycle by students of humanitarian and natural specialties. We analyzed the main didactic Classcraft platform capabilities. Developed by students within the framework of the “Pedagogy” discipline a brief structure of the “Adventurers” quest was present. The algorithm of the students' work included following steps: choosing a project theme (name of the game); composition of the game (stages); development of the game as a digital product (elements); analysis of the implementation of the game as a digital product (difficulties and prospects); analysis of the results of joint digital project activities of students, indicating positive and negative aspects. We considered the positive aspects of using digital applications and platforms to improve teacher skills. The conclusions provide consolidated proposals for the use of gamification, such as: its implementation in the educational process is aimed at the development of intellectual, social, emotional, technological segments of the personal development of students; the use of gamification has a positive impact on the development of students and teachers soft skills and helps to improve their professional skills.

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Developing science learning activities using online gamification

Cited by 2 publications

References 4 publications

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning

Gamification as a New Format of Projects Method in Blended Learning Conditions Studying Disciplines of the Pedagogical Cycle

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