Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Nieto-Escámez, Francisco Antonio; Roldán-Tapia, María Dolores

doi:10.3389/fpsyg.2021.648552

Cited by 134 publications

(99 citation statements)

References 40 publications

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“…Diversified online education can enrich learning and teaching methods [ 6 , 7 ]. Teaching management can be completed through network interactions, which are efficient and convenient [ 8 , 9 ]. Moreover, students could watch recordings of classes repeatedly offline.…”

Section: Introductionmentioning

confidence: 99%

Online education at the medical School of Tongji University during the COVID-19 pandemic: a cross-sectional study

et al. 2021

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Background The global reputation of coronavirus disease (COVID-19) has led universities in China to conduct online teaching. However, the actual feedback from medical teachers and students regarding online education remains unclear. Methods A prospective questionnaire survey examined the current opinions of online education from teachers and students at the Medical School of Tongji University. Results A total of 488 valid questionnaires were collected (223 males, 45.7%; 265 females, 54.3%), including 394 students (80.7%) and 94 teachers (19.3%). Most teachers and students were “in favor of online teaching,” had “positive views for online education,” were “satisfied with online teaching,” and “expected for regular online education,” although students thought that “too much learning tasks had been assigned” (90.4% teachers vs. 43.1% students, P < 0.001) and “less teaching effect than in offline classes” (68.1% teachers vs. 43.4% students). Compared to female counterpart, male students had higher “learning interest” (27.6% vs. 14.9%), “learning attention” (29.2% vs. 14.4%), “learning efficiency” (30.2% vs. 16.7%), and “better learning effect” (27.6% vs. 15.3%). Furthermore, male students had a significantly rise in attendance rate. Compared with male teachers, female teachers had less “experience in online educational course recording” (25.9% vs. 50%) and “past training for online teaching” (53.7% vs. 77.5%). Furthermore, they tended to be more “resistant to online teaching” (44.4% vs. 22.5%) and less “ready for online teaching” (70.4% vs. 87.5%). There was no significant difference in the acceptance of online teaching among teachers in different age groups. Conclusions Most teachers and students supported and were satisfied with the implementation of online education during the pandemic. Although teachers were less adaptable to online education, they still had positive opinions. Sex influenced the acceptance of online teaching. Male teachers and students showed better adaptability than their female counterparts. Although online teaching has advantages, it still cannot completely replace traditional offline teaching. As online education is a trend for future learning, universities should make more efforts to improve it, especially to provide more attention to female teachers and students.

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Section: Introductionmentioning

confidence: 99%

Online education at the medical School of Tongji University during the COVID-19 pandemic: a cross-sectional study

et al. 2021

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“…Therefore, online gamified learning has, by now, established a significant existence in a versatile manner not only in education but in many varied fields [54][55][56]. Education is, and has always been, one of the most knowledge-intensive sectors.…”

Section: Discussionmentioning

confidence: 99%

Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft

2021

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Every English language teacher should be competent enough to serve as a model of reference for students. As stipulated by the Roadmap 2015–2025, Ministry of Education, Malaysia, teachers need a minimum CEFR Level C1 qualification to teach English language at all levels. This poses a need for teachers who have not achieved this minimum requirement to re-skill and upskill themselves to the minimum competency level. Past studies have indicated that online gamification techniques have increased teacher competency levels. However, there has been a lack of studies that have investigated teachers’ language-teaching/learning competencies using online gamified learning. As such, this study aims to address this problem using experiential learning techniques on an online gamified platform, Classcraft. The online gamified learning module was developed using the Design and Development Research (DDR) methodology, and was conducted in the five-phase ADDIE Model (analysis, design, development, implementation, and evaluation). This paper seeks to brief the reader on the design and development process of this online gamified learning using Classcraft. The findings of the design phase were derived through the Fuzzy Delphi technique to acquire the experts’ consensus on the content of the module, and the appropriate gamification elements which ought to be included in the development of the module. The findings of the development phase, as agreed by expert consensus, were used to develop the online gamified learning module. Thus, the findings portrayed the enhancement of the competencies of the English Language teachers who used this online gamified learning with the integration of Classcraft.

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“…One of the difficulties related to the teaching-learning process, and not so much to the game itself, stems from having to work collaboratively in hybrid educational contexts derived from the COVID situation [56], and with the need to maintain social distance. Due to the use of masks, it was really complicated to understand the pronunciation, the gesticulation and dramatization accompanying the role-playing games, the preparation and work of the group outside the school premises, the exchange of materials, etc.…”

Section: Discussionmentioning

confidence: 99%

How to Run Your Own Online Business: A Gamification Experience in ESL

2021

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Notwithstanding the importance and relevance of gamification as a topical methodology in education, and after a literature review, there are just a few studies using role-playing games. In order to motivate and facilitate English as second language (ESL) learning of first year of Bachillerato (year 12) students at a public high school in the Region of Murcia (Spain) and following an action research methodology, we design, implement and evaluate a role-playing game, which consists of the creation and management of a company, The Tik Tok School. The results confirm that students felt more comfortable speaking in English because they were more motivated. They also state that during the experience they were more focused on learning rather than winning the game and that they prefer a gamification approach over traditional settings. Furthermore, they have been participating constantly using more English than Spanish. After the data analysis, we conclude that this methodology positively impacts motivation and the acquisition of a second language.

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Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Cited by 134 publications

References 40 publications

Online education at the medical School of Tongji University during the COVID-19 pandemic: a cross-sectional study

Online education at the medical School of Tongji University during the COVID-19 pandemic: a cross-sectional study

Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft

How to Run Your Own Online Business: A Gamification Experience in ESL

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