Gamified Moodle Course for Teaching UML

Jurgelaitis, Mantas; Drungilas, Vaidotas; Čeponienė, Lina

doi:10.22364/bjmc.2018.6.2.03

Cited by 9 publications

(9 citation statements)

References 6 publications

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“…As Table 4 illustrates, Intrinsic Motivation Inventory (IMI) is one of the most widely used instruments to measure the influence of gamification in student's motivation [ 73 , 74 , 63 , 75 , 54 , 76 , 77 , 78 , 64 ]. This instrument which evaluates intrinsic motivation, specifically assesses Interest/Enjoyment, Perceived Competence, Pressure/Tension, Perceived Choice, and Value/Utility [ [79] , [80] , 81 ].…”

Section: Resultsmentioning

confidence: 99%

The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review

Ratinho,

Martins

2023

Heliyon

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Section: Resultsmentioning

confidence: 99%

The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review

Ratinho,

Martins

2023

Heliyon

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“…In that regard, several approaches aimed at enhancing students' performance and engagement with courses using the gameful learning. In [41], authors intended to boost the students' motivation and engagement by gamifying a Moodle-based course about Unified Modeling Language (UML). This course was organized in ten levels considering its original curriculum.…”

Section: Related Workmentioning

confidence: 99%

How Do Students Behave in a Gamified Course?—A Ten-Year Study

et al. 2021

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Gamified learning aims to motivate students using game elements. Although gamification can enhance student enjoyment and engagement, it is unclear how different students behave in and interact with gamified contexts. To this end, we analyze how different students interact with a gamified course. We devised such an experimental course on Multimedia Content Production (MCP), and ran it for ten years. At each year, we modified it after student feedback from the previous year. We determined student groups applying clustering techniques to learner performance data, independently analyzed the resulting clusters in terms of behavior, engagement, performance, and also compared those pairwise. Our analysis identified four different student groups (profiles/clusters) according to their performance and interactions with the course across all years. We found out that the best performing students were those that had significantly more interactions with course materials and consistently ranked highest. In addition, we found that performance indicators for students of all groups became stable within the first month after course start, allowing final grades to be predicted with high accuracy by then. Furthermore, all were deadline driven and became mainly active at the end of the semesters (indicating a lack of self-regulation skills). Moreover, we did not find any specific relation between student groups and gaming profiles (Brainhex categories). Finally, we propose practical implications and guidelines for designing compelling gamified learning experiences.

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“…Researchers from Kaunas University of Technology (Jurgelaitis et al, 2018) created a course of 'gamified UML and system design' in Moodle environment using the core elements and a few plugins. As a result, they could report that the students are satisfied with the course, find it useful and they enjoyed the course itself.…”

Section: Related Workmentioning

confidence: 99%

“…Common strategy for gamifying an educational course is to migrate to an e-learning environment as a first step and introduce gamification elements as a second step (Jurgelaitis et al, 2018).…”

Section: Moodle: the Gamification Platformmentioning

confidence: 99%

Complex Gamification Platform Based on Moodle System

Barna¹,

Fodor²

2019

Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)

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Using an e-learning system as an educational tool has become a common practice among university courses. A well-structured e-learning system can not only support the course as a storage place of materials but can help the students to learn the given subjects. The Moodle (Modular Object-Oriented Dynamic Learning Environment) e-learning environment provides a wide scale of possibilities to create a student-centered, highly manageable course interface. The tool is given; however, the motivation of students is rarely satisfying. Tough the success of a course mostly depends on the teaching materials, using gamification principles can enhance the motivation level of students. The aim of this paper is to propose a structure built up from the core elements of Moodle, existing plugins and suggested developments, which could provide a properly gamified Moodle course that fosters the students to gain motivation for learning better.

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Gamified Moodle Course for Teaching UML

Cited by 9 publications

References 6 publications

The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review

The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review

How Do Students Behave in a Gamified Course?—A Ten-Year Study

Complex Gamification Platform Based on Moodle System

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