Examining competitive, collaborative and adaptive gamification in young learners' math learning

Jagušt, Tomislav; Botički, Ivica; So, Hyo Jeong

doi:10.1016/j.compedu.2018.06.022

Cited by 165 publications

(120 citation statements)

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“…Studies: Half of the reviewed papers present studies that rely on an adaptive gamification system in an educational setting [18,19,20,25,28,30,31,34,35,36]. These papers provide valuable results about the impact of adaptive gamification on learner motivation and performance.…”

Section: Architecturesmentioning

confidence: 99%

“…Vocabulary: Regarding the second criterion, we observed that the papers reviewed have a general consensus about the vocabulary used to describe the gamification elements. Twelve of the papers reviewed [2,4,6,9,10,11,18,19,20,23,34,35] used the term "game element" to describe the low level implementations they use, such as points, levels, leaderboards, progress. Four papers from the same authors [25,28,29,30] use the term "game features" to present the same level of implementation.…”

Section: Architecturesmentioning

confidence: 99%

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Adaptive Gamification in Education: A Literature Review of Current Trends and Developments

Hallifax

Serna

Marty

et al. 2019

Lecture Notes in Computer Science

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Gamification, the use of game elements in non-game settings, is more and more used in education to increase learner motivation, engagement, and performance. Recent research in the gamification field suggests that to be effective, the game elements should be tailored to learners. In this paper, we perform an in-depth literature review on adaptive gamification in education in order to provide a synthesis of current trends and developments in this field. Our literature review addresses 3 research questions: (1) What are the current kinds of contributions to the field? (2) What do the current contributions base their adaptation on, and what is the effect of this adaptation on the gamified system? (3) What is the impact of the adaptive gamification, and how is this impact measured? We also provide future research guidelines in the form of three needs that should be fulfilled for exploring this field.

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Section: Architecturesmentioning

confidence: 99%

Section: Architecturesmentioning

confidence: 99%

Adaptive Gamification in Education: A Literature Review of Current Trends and Developments

Hallifax

Serna

Marty

et al. 2019

Lecture Notes in Computer Science

View full text Add to dashboard Cite

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“…Además, en áreas humanísticas y sociales se ha utilizado para asignaturas como humanidades (Chadimova, 2015), historia (Mystakidis & Berki, 2018;Petrucco & Agostini, 2016;Zikas et al, 2016) y ciudadanía (Bratitsis, Meireles & Neto, 2017). Por su parte, también se recurre a la gamificación en áreas científicas y tecnológicas: se registran documentos que trabajan la educación ambiental (O'Donnell & Jouy, 2015), las STEM (Kintsakis & Rangoussi, 2017), la ingeniería (Souza et al, 2017), la electrónica (Assante et al, 2016), las ciencias computacionales (Lunn et al, 2016) las matemáticas (Hwa, 2018;Jagušt, Botički & So, 2018;Ramdane, Souad, Marusin & Sidek, 2018) y las ciencias naturales (Carrillo et al, 2018;Sánchez, Cañada & Dávila, 2018). Se registra asimismo un documento en el que se utiliza para actividades extracurriculares (Amin, Rawi, Isa & Rahim, 2017).…”

Section: Resultsunclassified

“…Por otra, se registran documentos que refieren mejoras en la motivación del alumnado (Carrillo et al, 2018;Douadi, Tahar & Hamid, 2012), en el interés (Shitiq & Mahmud, 2010), en las actitudes (Hwa, 2018) y en el incremento del atractivo del aprendizaje a través del uso de serious games o e-learning; también en el alumnado con necesidades educativas especiales . Del mismo modo encontramos artículos referidos a beneficios en cuanto a educación en valores como mejoras en la colaboración, el respeto (García, Jurdi, Jaén & Nacher, 2018), el rendimiento emocional (Sánchez, Cañada & Dávila, 2018;, el compromiso con las tareas (Zikas et al, 2016), la autoeficacia, la autonomía (Chen et al, 2018) las relaciones familiares y con amigos (Jagušt, Botički & So, 2018). Asimismo, este conjunto de estrategias es considerado por algunos como una herramienta óptima para transformar contenidos impopulares en agradables (Mpiladeri, Palaigeorgiou & Lemonidis, 2016), como las matemáticas (Hwa, 2018) o las habilidades comunicativas (Oliveira & Cruz, 2018).…”

Section: Resultsunclassified

Bibliometría aplicada a la gamificación como estrategia digital de aprendizaje

Chacón

Suelves

Esteve³

2019

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ResumenEste trabajo se interesa por un tema de actualidad como es la gamificación en educación, una interesante estrategia didáctica para responder a los alarmantes datos sobre fracaso y abandono escolar obtenidos año tras año en las pruebas diagnósticas realizadas en el ámbito europeo. A través del estudio bibliométrico de la producción científica se ha analizado las principales tendencias en gamificación, como práctica mediada por la tecnología en las aulas de las diferentes etapas educativas, a través de 137 documentos alojados en la base de datos Scopus y publicados en la última década. En los resultados se revela que el número de documentos se ha incrementado notablemente en los últimos años; sin embargo, el impacto en las prácticas digitalizadas de aula sigue siendo escaso, exceptuando algunos casos. Se destaca que el peso del continente europeo es notable en este campo, si lo comparamos con el americano o el asiático. Y también que la mayoría de las publicaciones se sitúan en Primaria, existe un cierto equilibrio entre asignaturas científicas y humanísticas y los dispositivos de preferencia son las tabletas. Concluimos apuntando contrastar sistemáticamente estudios por etapas y reflexionar sobre las estrategias educativas en el contexto de la sociedad digital. Palabras clave: gamificación, estrategia educativa, aprendizaje, base de datos, tecnología. AbstractThis work is interested in gamification education, an interesting didactic strategy to respond to the alarming data on school failure and dropout obtained year after year in diagnostic tests carried out in Europe. Through the bibliometric study of scientific production, the main trends in gamification have been analysed, as a practice mediated by technology in the classrooms of the different educational stages, through 137 documents included in the Scopus database and published in the last decade. The results reveal that the number of documents has increased significantly in recent years; however, the impact on digitised classroom practices is still limited except in a few cases. It should be noted that the weight of the European continent is remarkable in this field, if we compare it with the Americas or Asia. And also that most of the publications are located in Primary, there is a certain balance between scientific and humanistic subjects and preferred devices are tablets. We conclude by systematically contrasting studies by stages and discussing educational strategies in the context of digital society.Bibliometría aplicada a la gamificación como estrategia digital de aprendizaje. J. Peirats, D. Marín y M.I. VidalPágina 2 de 26 Sommario Questo documento si interessa di gamification in materia di istruzione, un interessante strategia didattica per rispondere ai dati attuali molto allarmanti sul fallimento e l'abbandono scolastico, ottenuti anno dopo anno nei test diagnostici condotti in Europa. Attraverso lo studio bibliometrico della produzione scientifica, sono state analizzate le principali tendenze dell'uso della gamification, come pratica mediat...

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“…Improving mathematics learning through a digital game-based learning (DGBL) system [7] with a diagnostic mechanism strategy can motivate students, effectively increase students' interest in learning mathematics, and can also reduce anxiety. In mathematics courses for lower grades, the use of competitive, adaptive, and collaborative gamified learning activities has been shown to help improve students' performance in math learning [8]. Although senior children are more exposed to games, the learning effects of daily exposure to educational games have also been studied [9].…”

Section: Introductionmentioning

confidence: 99%

A Preliminary Study of the Influence of Game Types on the Learning Interests of Primary School Students in Digital Games

et al. 2020

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Learning is mainly based on the students’ mental activities. If they can learn spontaneously, it will help increase their interest and the effectiveness of the learning. Learning through playing will make it easier for students to learn spontaneously. The balance between gameplay and education in educational games is a key issue in designing such games. Designing educational games to be less complex and more casual makes it easier to balance education and entertainment. For courses with practical operational characteristics, combining a game with a virtual and real integration experience can increase both student interest and learning effectiveness. This research develops an augmented reality app, named "Mobile Plant", which is an app developed for the primary school plant curriculum, combining games and augmented reality to enhance students’ interest in learning. A questionnaire shows that the game has positive results in terms of game difficulty and absorption of content.

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Examining competitive, collaborative and adaptive gamification in young learners' math learning

Cited by 165 publications

References 23 publications

Adaptive Gamification in Education: A Literature Review of Current Trends and Developments

Adaptive Gamification in Education: A Literature Review of Current Trends and Developments

Bibliometría aplicada a la gamificación como estrategia digital de aprendizaje

A Preliminary Study of the Influence of Game Types on the Learning Interests of Primary School Students in Digital Games

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