HomeSchool: An interactive educational tool for child education

Kekuluthotuwage, Prageeth; Fernando, Pumudu

doi:10.1109/nitc.2017.8285652

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…There are numerous investigations (Anak & Kim, 2021;Fernández-Oliveras, et al, 2021;Gurjanow et al, 2019;Kekuluthotuwage & Fernando, 2017;Plump & LaRosa, 2017;Ståhl et al, 2019;Tan Ai Lin et al, 2018;Tóth et al, 2019;Wichadee & Pattanapichet, 2018) that analyze applications, resources in the implementation of gamification in elementary education, generally coinciding with our study on the benefits of using these tools, as well as the importance of teacher attitudes, due to who are gradually becoming familiar with its use. The great presence and effectiveness of the Kahoot application is also highlighted (Tan Ai Lin et al, 2018;Tóth et al, 2019;Wichadee & Pattanapichet, 2018) coinciding with the results of our study.…”

Section: Conclusion and Discussionsupporting

confidence: 70%

Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education

Sáez-López,

Grimaldo-Santamaría,

Quicios-García

et al. 2023

Tech Know Learn

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Gamification is an educational methodology and tool that offers benefits through mechanics and dynamics. It brings motivating experiences and benefits to the instructional design approach. Several studies highlight that this methodology fosters contributions in commitment, fun, enthusiasm, motivation, satisfaction, and interaction in pedagogical contexts. The sample of 308 teachers was obtained after the mass delivery of the instrument to educational centers in Spain. The sample is nonprobabilistic, and the study participants voluntarily answered the survey. Of the participants, 69.8% were women and 30.2% were men; this proportion is representative of the population of teachers. A descriptive analysis is based on three dimensions: most used programs, devices used, and didactic functionality. These data are triangulated with an analysis through the HJ-Biplot method, which is presented as a multivariate graphical representation of the data from an Xnxp matrix. This analysis details findings on the determining role played by the teacher and the relationship between years of experience, age, devices used, and resources used, detected with descriptive and bivariate analyses. Among the conclusions are that the subjects positively value training in digital teaching competence in terms of gamification, although in real daily practice only 30% of teachers claim to use gamified tools. Gamification provides collaborative and innovative benefits in relation to its didactic functionality.

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Section: Conclusion and Discussionsupporting

confidence: 70%

Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education

Sáez-López,

Grimaldo-Santamaría,

Quicios-García

et al. 2023

Tech Know Learn

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“…En cuanto a las asignaturas, obtenemos de nuestro análisis que los resultados son variados. Por una parte, la gamificación se emplea para la mejora de la competencia lingüística, tanto de la lengua materna (en ortografía: Kekuluthotuwage & Fernando, 2018;en lectura: Chen, Li, Lee & Chu, 2018, o Letchumanan, Muthusamy, Govindasamy & Farashaiyan, 2016: y en escritura: Rinnert, Martens, Mooney, Talbott & Rinnert, 2017), como de las extranjeras (Cruz & Orange, 2016;Oliveira & Cruz, 2018;Ramírez, ElMiligi, Walton & Billy, 2018;Shitiq & Mahmud, 2010). 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).…”

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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“…Also, the results of Güngör's [29] study found that English-speaking toys can be used to teach vocabulary in the English language in particular. Kekuluthotuwage and Fernando [24] stressed that a voicebased learning strategy together with the "learning by doing" method should be used when attempting to teach a second language to children.…”

Section: Related Researchmentioning

confidence: 99%

“…to motivate them and make the game interesting. Kekuluthotuwage and Fernando [24] suggested that voice is a valuable trait in designing interactive gamification technology for children. In case of wrong answers, the toy gives different voice messages such as "Try again", "Be careful", "Try again", "Next time you can succeed" etc.…”

Section: 4mentioning

confidence: 99%

Developing an Electronic Device to Teach English as a Foreign Language: Educational Toy for Pre-Kindergarten Children

Abdi

Çavuş

2019

Int. J. Emerg. Technol. Learn.

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This Educational toys are important in early child development and motivate children to learn language. Numerous digital toys are now available in the children’s educational toys market to help children learn foreign languages. However, a number of such technologies are expensive and the quality of usability is not at an acceptable level. The aim of the study is to develop a cost-effective, sustainable and danger-free educational toy for pre-kindergarten children aged between 4-5 years old to teach English as a second language in developing countries. This toy has been developed with Raspberry Pi and makes use of the RFID technology. The experiment in this research was conducted with 20 pre-kindergarten children for four weeks under the supervision of 14 teachers, using five games of the developed toy testing the pre-kindergarten children’s learning of alphabet, words, colors, shapes, and numbers. A design-based research model with an innovation design method utilized during the development stage of the toy. Quantitative and qualitative methods were used to evaluate the developed toy. The results of the experiment showed that the developed toy is user-friendly, and the pre-kindergarten children were enthusiastic about playing with it and learning was enjoyable. Also, the results showed that the developed toy can be suitable for use as an educational toy for pre-kindergarten children to teach English as a second language. The educational toy developed by the researchers will be beneficial for those who wish to teach English to pre-kindergarten children such as administrators, teachers and parents in developing countries.

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HomeSchool: An interactive educational tool for child education

Cited by 4 publications

References 6 publications

Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education

Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education

Bibliometría aplicada a la gamificación como estrategia digital de aprendizaje

Developing an Electronic Device to Teach English as a Foreign Language: Educational Toy for Pre-Kindergarten Children

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