Gamification to Enhance Motivation and Engagement in Blended eLearning for Technical and Vocational Education and Training

Jayalath, Janaka; Esichaikul, Vatcharaporn

doi:10.1007/s10758-020-09466-2

Cited by 71 publications

(51 citation statements)

References 71 publications

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“…These findings are consistent with many previous studies that suggest the added value of intrinsic learning motivation [33,99,[107][108][109][110][111]. In the future, it will be essential that the identification of the associations between learning motivating factors and the positive states receives increased attention from researchers [120,121].…”

Section: Associations Between the Study Variables Partially Differ In The Compared Groupssupporting

confidence: 89%

“…It is also unclear why computer programming e-learners' individual attitude and expectation predicted diminished general fatigue, whereas other e-learners' individual attitude and expectation predicted an increase in general fatigue. In the future, it would be interesting to identify the associations between intrinsic and extrinsic learning motivating factors and the positive states such as flow or zest, which have recently received the increased attention of researchers [120,121].…”

Section: Theoretical Implicationsmentioning

confidence: 99%

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Associations between Depression, Anxiety, Fatigue, and Learning Motivating Factors in e-Learning-Based Computer Programming Education

Diržytė

Vijaikis

Perminas

et al. 2021

IJERPH

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Quarantines imposed due to COVID-19 have forced the rapid implementation of e-learning, but also increased the rates of anxiety, depression, and fatigue, which relate to dramatically diminished e-learning motivation. Thus, it was deemed significant to identify e-learning motivating factors related to mental health. Furthermore, because computer programming skills are among the core competencies that professionals are expected to possess in the era of rapid technology development, it was also considered important to identify the factors relating to computer programming learning. Thus, this study applied the Learning Motivating Factors Questionnaire, the Patient Health Questionnaire-9 (PHQ-9), the Generalized Anxiety Disorder Scale-7 (GAD-7), and the Multidimensional Fatigue Inventory-20 (MFI-20) instruments. The sample consisted of 444 e-learners, including 189 computer programming e-learners. The results revealed that higher scores of individual attitude and expectation, challenging goals, clear direction, social pressure, and competition significantly varied across depression categories. The scores of challenging goals, and social pressure and competition, significantly varied across anxiety categories. The scores of individual attitude and expectation, challenging goals, and social pressure and competition significantly varied across general fatigue categories. In the group of computer programming e-learners: challenging goals predicted decreased anxiety; clear direction and challenging goals predicted decreased depression; individual attitude and expectation predicted diminished general fatigue; and challenging goals and punishment predicted diminished mental fatigue. Challenging goals statistically significantly predicted lower mental fatigue, and mental fatigue statistically significantly predicted depression and anxiety in both sample groups.

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Section: Associations Between the Study Variables Partially Differ In The Compared Groupssupporting

confidence: 89%

Section: Theoretical Implicationsmentioning

confidence: 99%

Associations between Depression, Anxiety, Fatigue, and Learning Motivating Factors in e-Learning-Based Computer Programming Education

Diržytė

Vijaikis

Perminas

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…The option studied in this work is the employment of a game for educative courses in cybersecurity with a distance methodology. Gamification seems to help students to increase their motivation and engagement in practical activities since this paradigm is based on challenges, hints, and scores [11].…”

Section: Conclusion and Further Workmentioning

confidence: 99%

“…This way, students will be engaged and motivated. The employment of games and competitions keeps participants engaged and motivated with their learning [11].…”

mentioning

confidence: 99%

A Cloud Game-Based Educative Platform Architecture: The CyberScratch Project

et al. 2021

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The employment of modern technologies is widespread in our society, so the inclusion of practical activities for education has become essential and useful at the same time. These activities are more noticeable in Engineering, in areas such as cybersecurity, data science, artificial intelligence, etc. Additionally, these activities acquire even more relevance with a distance education methodology, as our case is. The inclusion of these practical activities has clear advantages, such as (1) promoting critical thinking and (2) improving students’ abilities and skills for their professional careers. There are several options, such as the use of remote and virtual laboratories, virtual reality and game-based platforms, among others. This work addresses the development of a new cloud game-based educational platform, which defines a modular and flexible architecture (using light containers). This architecture provides interactive and monitoring services and data storage in a transparent way. The platform uses gamification to integrate the game as part of the instructional process. The CyberScratch project is a particular implementation of this architecture focused on cybersecurity game-based activities. The data privacy management is a critical issue for these kinds of platforms, so the architecture is designed with this feature integrated in the platform components. To achieve this goal, we first focus on all the privacy aspects for the data generated by our cloud game-based platform, by considering the European legal context for data privacy following GDPR and ISO/IEC TR 20748-1:2016 recommendations for Learning Analytics (LA). Our second objective is to provide implementation guidelines for efficient data privacy management for our cloud game-based educative platform. All these contributions are not found in current related works. The CyberScratch project, which was approved by UNED for the year 2020, considers using the xAPI standard for data handling and services for the game editor, game engine and game monitor modules of CyberScratch. Therefore, apart from considering GDPR privacy and LA recommendations, our cloud game-based architecture covers all phases from game creation to the final users’ interactions with the game.

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“…The constant and rapid development of technology resulted in the online education system being implemented. The introduction and new technologically advanced in higher education are currently being focused on learning [14].The implementation of teaching changed how classroom instruction is conducted online using blackboard and multimedia indicators to promote student interaction and online assessment [15].Teaching and learning are usually related to the learning system that offers information using technological infrastructure such as the online and internet.Multimedia innovation has greatly affected how learning is conducted these days [16,17]. Multimedia is one of the most effective methods for learning in the online learning environment.…”

Section: Significance Of Evaluation Education System Using the Multimedia Interfacementioning

confidence: 99%

The Design and Realization of the Evaluation Model for Enhancing the "Second Classroom" Education by Using the Multimedia Interface

Xie

Min

Qin

et al. 2021

Preprint

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The increasing challenges in improving the educational system such as innovation,are gaining much greater attention in the media in classrooms. Technological innovations have a significant potential to improve the learning and teaching process.The standard online learning method cannot effectively recommend the required learning content, which leads to poor learning and no visible improvement of student performance after learning. In this paper, online multimedia learning-based teaching performance analysis(OML-TPA) has been proposed based on the virtual network function structureto improve the teaching effect appropriately. The first is to develop a classifier for online educational tool learning, build on the student's capabilities and then develop a multimedia online education dataset.This indicates that the design of network-based virtualization features interactive multimedia educational management method can enhance students' learning effect.According to student data, the teaching management system can automatically analyze student learning capacity such that students can be graded by the level of attention they are required to receive.Finally, the interactive multimedia education control system is designed to realize online multimedia education management based on virtualization architecture in the network.The OML-TPA is evaluated using simulation analysis and observed the highest accuracy ratio(93.7 %), performance ratio(92.6 %), learning rate(95.1 %), feedback ratio(91.8 %), the efficiency ratio(96.7 %), precision ratio(94.3%)and learning outcome ratio(97. 6 %) compared to other methods.

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Gamification to Enhance Motivation and Engagement in Blended eLearning for Technical and Vocational Education and Training

Cited by 71 publications

References 71 publications

Associations between Depression, Anxiety, Fatigue, and Learning Motivating Factors in e-Learning-Based Computer Programming Education

Associations between Depression, Anxiety, Fatigue, and Learning Motivating Factors in e-Learning-Based Computer Programming Education

A Cloud Game-Based Educative Platform Architecture: The CyberScratch Project

The Design and Realization of the Evaluation Model for Enhancing the "Second Classroom" Education by Using the Multimedia Interface

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