Gamification of Learning: Can Games Motivate Me to Learn History?

Chowanda, Andry; Chowanda, Alan Darmasaputra

doi:10.21512/comtech.v7i3.2503

Cited by 7 publications

(6 citation statements)

References 8 publications

(6 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This paper goes someway to address the latter. However, sharing knowledge from polling experiences via academic peer-groups (perhaps managed by polling companies) to help provide support and drive innovation could enhance such learning.Research into the effects of different types of polling discussed in this paper would be beneficial to better understand how pedagogical theories such as scaffolding, the gamification of learning and negative learner characteristics (such as anxiety, loneliness and uncertainty) whereby “ the learners' emotional state before learning [is] an important predictor for learning success ” can be better served by polling strategies (Chowanda and Chowanda, 2016; Knorzer et al , 2016). Further research would also be beneficial in universities where technology-enhanced learning is not so embedded and also in cohorts of students where higher occurrence of ownership and more regular use of personal technologies for learning occur.Individual academics should:Embrace utilising the technologies that learners bring to the learning environment.…”

Section: Discussionmentioning

confidence: 99%

“…(3) Research into the effects of different types of polling discussed in this paper would be beneficial to better understand how pedagogical theories such as scaffolding, the gamification of learning and negative learner characteristics (such as anxiety, loneliness and uncertainty) whereby "the learners' emotional state before learning [is] an important predictor for learning success" can be better served by polling strategies (Chowanda and Chowanda, 2016;Knorzer et al, 2016). Further research would also be beneficial in universities where technology-enhanced learning is not so embedded and also in cohorts of students where higher occurrence of ownership and more regular use of personal technologies for learning occur.…”

Section: Implications and Limitations Of This Studymentioning

confidence: 99%

See 1 more Smart Citation

Real-time polling to help corral university-learners' wandering minds

Price

2021

JRIT

View full text Add to dashboard Cite

PurposeThis research investigates the use of real-time online polling to enhance university teaching and learning.Design/methodology/approachUsing a case study and employing action research, this work shows how polling can improve professional practice, learner engagement and teaching performance.FindingsIncorporating the right type of online real-time polling into lessons is a professional challenge and can be hard work for teachers but has overriding benefits.Research limitations/implicationsThis research reports one lecturer's experiences within two UK universities, limited to location, variety of students and lecturer technical capability. The research implications are that online polling, especially in different learning environments, is needed. Previous research is outdated or limited to real-time polling for teaching and learning during physical classes. There are research opportunities therefore in the use of polling before, during and after class.Practical implicationsThis research finds that the field of online polling needs to be seen as a modern teaching tool that now uses students' personal technology for easier use by students and teachers: it is more than the use of archaic “clickers” which were extra classroom items to be bought and maintained. Also, online polling, before, during and after classes, can be employed usefully and have validity within teachers' toolboxes. This paper shows how such polls can be successfully deployed.Originality/valueWhilst there are previous reports of polling undertaken within teaching and learning events, this paper builds upon those experiences and boosts collective understanding about the use of polling as a way to improve professional practice and increase learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Implications and Limitations Of This Studymentioning

confidence: 99%

Real-time polling to help corral university-learners' wandering minds

Price

2021

JRIT

View full text Add to dashboard Cite

show abstract

“…Dentro este panorama, el número de investigaciones centradas en la aplicación de la gamificación en las materias de Ciencias Sociales sigue siendo muy inferior al de los estudios destinados a otras disciplinas académicas (Dichev & Dicheva, 2017;Kocakoyun & Ozdamli, 2018). Pese a ello, se ha demostrado que la gamificación -y el consiguiente incremento de la motivación que esta provoca entre los estudiantes-es capaz de mejorar los resultados de aprendizaje de la asignatura de Historia tanto en los niveles de Primaria (Li et al, 2019) como de Secundaria (Alshikhabobakr et al, 2020), señalándose que la aplicación de esta estrategia metodológica ayuda a recordar los nombres y la cronología de los acontecimientos históricos (Chowanda & Chowanda, 2016). Cabría preguntarse, en ese caso, hasta qué punto la memorización de datos equivale a una auténtica mejora de los procesos de enseñanza-aprendizaje de la Historia.…”

Section: Marco Teóricounclassified

“Arqueología para descubrir la Hélade”: Una actividad gamificada para el trabajo con fuentes en Educación Secundaria

Rubio-Navarro¹,

Ceballos

González

2022

Clío

View full text Add to dashboard Cite

Actualmente siguen siendo minoritarias las investigaciones educativas que han estudiado la capacidad de la gamificación para fomentar las competencias propias de cada disciplina. Con el objetivo de evaluar el potencial de la gamificación para desarrollar las competencias del pensamiento histórico, este trabajo presenta el diseño, la implementación y el análisis de los resultados de una actividad gamificada destinada a la asignatura “Geografía e Historia” de 1º de la ESO. Los resultados obtenidos en esta investigación de diseño semi-experimental apuntan a que la gamificación puede favorecer el desarrollo de algunas heurísticas propias del trabajo con fuentes, como su contextualización y su análisis, si bien es menos evidente el potencial de esta estrategia para ayudar a comprender sesgos y perspectivas en el proceso de atribución de la autoría de las fuentes.

show abstract

“…It is empirically proven that gamification can increase students' interest and motivation and help them overcome their difficulties in taking history lessons. The use of gamification makes it easier for students to remember historical figures and events [22].…”

Section: Interests and Motivationmentioning

confidence: 99%

Gamification in History Learning: A Literature Review

Shavab¹,

Yulifar²,

Supriatna³

et al. 2021

Proceedings of the 6th International Conference on Education &Amp; Social Sciences (ICESS 2021)

View full text Add to dashboard Cite

This paper aims to describe the use of gamification in history learning. Gamification is the use of games and their elements in classroom learning activities. The implementation of gamification requires a platform that teachers and students can access. The platform can use an existing platform or create your own. Gamification is needed as a way to solve problems found in the classroom. The research method used in this paper is a literature review, which is research that critically examines the knowledge, ideas, or findings contained in academic-oriented literature and formulates theoretical and methodological contributions to specific topics. Gamification literature has been widely used in contributing to learning activities, including history learning. Several studies have attempted to explain how the use of gamification in historical learning activities and measure the effect of the use of gamification in history learning. As research findings, we identified several effects of using gamification in historical education, including the learning process, gamification components, teacher perceptions, interests, understanding material, student involvement in learning, motivation and interests, and student perceptions.

show abstract

Gamification of Learning: Can Games Motivate Me to Learn History?

Abstract: ABSTRACT

Cited by 7 publications

References 8 publications

Real-time polling to help corral university-learners' wandering minds

Real-time polling to help corral university-learners' wandering minds

“Arqueología para descubrir la Hélade”: Una actividad gamificada para el trabajo con fuentes en Educación Secundaria

Gamification in History Learning: A Literature Review

Contact Info

Product

Resources

About