E-Learning Platforms as Leverage for Education for Sustainable Development

Donath, Liliana; Mircea, Gabriela; Rozman, Tomislav

doi:10.14207/ejsd.2020.v9n2p1

Cited by 23 publications

(17 citation statements)

References 17 publications

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“…Milenković et al ( 2019 ) Badges, Leaderboards, Quests, competition Not specified 29. Donath et al ( 2020 ) Quests, Challenges, Feedback, progress bar, Badges using BadgR.io system, Level up! Plugin that extends the use of: Experience points Levels Leaderboards Avatars A conceptual design is proposed to model the learner’s journey using gamification elements, this approach talks about the gamification concepts that are suitable to use for each phase of the learning process so as to meet the education sustainable development needs 30.…”

Section: Results Of the Searchmentioning

confidence: 99%

“…A learning platform with gamification elements was developed for the course of biometric technologies, held at the University of Belgrade 30. Donath et al ( 2020 ) This paper is a conceptual approach to education for sustainable development using an e-learning platform. The article presents a conceptual design of the learner’s journey and a mapping from gamification concepts to Moodle LMS elements 31.…”

Section: Appendixmentioning

confidence: 99%

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Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

118

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In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.

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Section: Results Of the Searchmentioning

confidence: 99%

Section: Appendixmentioning

confidence: 99%

Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

118

View full text Add to dashboard Cite

show abstract

“…According to Donath et al (2020), the TAM discusses the idea of IT user-friendliness, which is close to the complexity of inventions suggested by IDT. Easy-tounderstand and implement inventions, according to Permatawati et al (2020), spread more rapidly.…”

Section: Influence Of Computer Self-efficacy Of Moodlementioning

confidence: 99%

Canadian Education: Factors influencing the adaption of the E-learning at higher education

Shah¹

2022

OTS

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Despite Instructors' technology expertise and government and institution efforts to adopt e-learning platforms, Canada Higher Education is primarily characterized by a traditional classroom atmosphere. The most significant impediment to the full implementation of these platforms is the organizational aspect. The organizational aspect, according to the same authors, consists of a collection of processes and procedures that help university management, which involves an overview of the various factors that are created, or not, in order to ensure the use of e-learning platforms within a university. Following the previous concept, the introduction of an e-learning platform in Canada universities necessitates adequate organizational frameworks and management processes, which promotes the use of this method. Despite the previously mentioned difficulties in implementing e-learning platforms, Canada universities are changing their conventional learning methods and adjusting to the online learning world (Pinto et al. 2012). In terms of open-source solutions, Moodle is the most widely used and user-friendly e-learning platform in Canada's universities. Moodle includes a number of features, including the ability to create a course website, share information among geographically distributed students, and create quizzes, online assessments, and surveys. The universe of this quantitative research was identified as Canada university students in order to identify the factors influencing the use of LMS platforms. Because of geographical considerations, a convenience sample was chosen. Using this criterion, a greater variety of responses and a representative sample of the population surveyed were obtained. The respondents are made up of 231 male students and 178 female students, with an average age of 21.8%. As it can be seen the findings of research hypotheses, as for first research hypothesis which stated that Computer self-efficacy of Moodle LMS impact their use significantly, the B value is higher than 0.05, S.E value is 0.078, t-value 2.415 and p-value is 0.000 accordingly the first research hypothesis is supported. As for second research hypothesis which stated that System usage has a significant impact on the use of Moodle LMS. the B value is higher than 0.05, S.E value is 0.068, t-value 2.631 and p-value is 0.000 accordingly the second research hypothesis is supported.

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“…As explained by Donath et al (2020), ODeL per se supports sustainability learning through its inclusivity, prospects for collaboration, networking and connection and innovative learning opportunities. Additional support for sustainability learning flows from the tendency of ODeL students to transfer knowledge to new domains, their sense of community and communication, ownership of knowledge and independence (Hansen, 2008).…”

Section: Literature Review: Facilitation Of Sustainability Learning Through Real-world Engagementsmentioning

confidence: 99%

“…1.2 Sustainability learning at universities, with focus on open, distance and e-learning and the Global South Although incorporation of sustainability learning in curricula varies between universities (Donath et al, 2020), there is agreement on the type of competencies to be established. These include holistic comprehension of issues, collaboration and communication, reflection and critical thinking and innovation, creativity and entrepreneurship (Takala and Korhonen-Yrjänheikki, 2019).…”

Section: Introduction and Aimmentioning

confidence: 99%

Using real-world engagements for sustainability learning in ODeL in the Global South: challenges and opportunities

Pretorius

Carow

Wilson

et al. 2021

IJSHE

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Purpose This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines. Design/methodology/approach The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning. Findings The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper. Research limitations/implications The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field. Originality/value This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice.

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E-Learning Platforms as Leverage for Education for Sustainable Development

Cited by 23 publications

References 17 publications

Gamification of e-learning in higher education: a systematic literature review

Gamification of e-learning in higher education: a systematic literature review

Canadian Education: Factors influencing the adaption of the E-learning at higher education

Using real-world engagements for sustainability learning in ODeL in the Global South: challenges and opportunities

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