Influence of Gamification on Khan Academy in Brazilian High School

Tenório, Marcos Mincov; Lopes, Rui Pedro; Góis, Lourival A.; Santos, Guataçara dos

doi:10.20319/pijtel.2018.22.5165

Cited by 9 publications

(5 citation statements)

References 11 publications

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“…Teaching basic numeracy to children who have a deficit in communication, such as those with ASD, is more possible when the content is gamified using multimedia technologies [ 16 ]. All participants in this study used games when teaching various subjects in class.…”

Section: Discussionmentioning

confidence: 99%

“…Educational websites such as IXL Worldwide [ 12 ] and Khan Academy [ 15 ] provide content to support the learning of children with learning disabilities, including dyslexia, dysgraphia, attention deficit and hyperactivity disorder, and visual-motor deficit. The introduction of gamification in Khan Academy videos has proved promising to bring new ways of engaging students with activities and providing valuable data for teachers [ 15 , 16 ]. Moreover, several studies [ 17 - 19 ] have shown that online content for teaching mathematics positively impacted a variety of learning environments.…”

Section: Introductionmentioning

confidence: 99%

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Adapting the Use of Digital Content to Improve the Learning of Numeracy Among Children With Autism Spectrum Disorder in Rwanda: Thematic Content Analysis Study

Ntalindwa¹,

Nduwingoma²,

Uworwabayeho³

et al. 2022

JMIR Serious Games

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Background Many teachers consider it challenging to teach children with autism spectrum disorder (ASD) in an inclusive classroom due to their unique needs and challenges. The integration of information communication technology (ICT) in the education system allows children with ASD to improve their learning. However, these ICT tools should meet their needs to lead a productive life. Objective This study aimed to examine the possibilities of re-creating and adapting digital content to improve the learning of numeracy among children with ASD in inclusive school settings. Methods We conducted 7 focus group discussions (FGDs) with 56 teachers from 7 schools and 14 parents from April to November 2019. Each of the FGDs took around 1 hour. Two clustered sets of questions were used: (1) general knowledge about teaching children with ASD and (2) analysis of selected online educational video content of early math (specifically, counting numbers). The researchers used video to understand current methodologies used in teaching children with ASD, possibilities of adaptation of the content in the current teaching environment, future challenges when the content is adapted, and possible solutions to overcome those challenges. All data, including audio recordings, field notes, and participants’ comments, were transcribed, recorded, and analyzed following the steps recommended in qualitative data analysis. Results The researchers identified ten themes from the analysis of the data: (1) awareness of the existence of ASD among children in schools and the community, (2) acceptance of children with ASD in an inclusive classroom and the community, (3) methods and models used when teaching children with ASD, (4)realia used to improve the learning of children with ASD, (5) the design of educational digital content, (6) the accessibility of online educational content, (7) quality of the content of the educational multimedia, (8) the opportunity of using the translated and re-created content inside and outside the classroom, (9) the relevance of the digital content in the Rwandan educational system, and (10) enhancement of the accessibility and quality of the digital content. We found that participants assumed that the content translation, gamification, and re-creation would help teach children with ASD. Moreover, they recommended contextualizing the content, increasing access to digital devices, and further research in the education of different subjects. Conclusions Although many studies have identified the possibilities of using ICT to support children with ASD, few studies have documented the possibilities of integrating the existing technologies tested in the international community. This study is charting new territory to investigate online content to suit the context of schools. This study recommends further exploration of possible methodologies, such as applied behavior analysis or verbal behavior therapy, and the development of contextualized technologies that respond to the educational needs of children with ASD.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Adapting the Use of Digital Content to Improve the Learning of Numeracy Among Children With Autism Spectrum Disorder in Rwanda: Thematic Content Analysis Study

Ntalindwa¹,

Nduwingoma²,

Uworwabayeho³

et al. 2022

JMIR Serious Games

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“…Once students finish watching a video or article, it will add corresponding points while jumping on to the next section (either answering a question or another video to watch). Therefore through gamification, students can fill a sense of satisfaction after watching those videos and receiving those points, thus likely to get motivated to learn more [7].…”

Section: Gamificationmentioning

confidence: 99%

“…Gamification can be in various forms, as stated in the definition, forms such as badges, points, and leaderboards motivate students to dig into the learning process [4,9]. According to the studies, badges were most useful for motivating students, which resulted in significant improvement [7,10]. However, due to forms such as leaderboards, students are more likely to compete with each other.…”

Section: Gamification As the Motivation For Academicmentioning

confidence: 99%

Gamifications Effect on Academic Motivation and Progress

Song¹

2023

LNEP

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In reality, more and more students found it hard to participate or engage actively in academic learning, and this lead to the decline of academic performance. In order to increase the role and effort that students put in their learning progress, motivation have to be highly enhanced. The main purpose of this study is to enable students to better find motivation to learn, to enter the ideal university and to achieve future goals. To better motivate students to learn, gamification has to cooperate with academic concepts. This research is more for the benefit of society, once people no longer feel bored through the help of gamification, the efficiency of work and all aspects will be greatly improved. Through in-depth investigation of gamification, we can achieve achievements in various fields, especially academic motivation. Therefore, this research can better help students to achieve ones goal and enhance oneself.

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“…Andere Lernplattformen sind mit spezifischeren pädagogischen Lernzielen konzipiert. Eine dieser Plattformen ist Khan Academy, welche mit Prinzipien des Adaptiven Lernens mit Gamification-Elementen arbeitet, um Lernenden zu unterstützen und zu motivieren (Klock et al, 2015;Tenório et al 2018). (Merkt et al, 2011).…”

Section: Dennoch Sind Häufig Verwendete Plattformen Wie Moodle Eher Für Die Verwaltung Vonunclassified

Lernen mit digitalen Lernressourcen am Beispiel von Khan Academy

Ferdinand¹,

Engler²,

Fischer³

2020

Preprint

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Weltweit sind, nicht zuletzt inspiriert durch YouTube und Co, viele digitale Lernplattformen entstanden, um Schüler*innen in ihren Lernprozessen zu unterstützen. Eine solche Lernplattform ist Khan Academy. Auf Khan Academy können Nutzer Inhalte vornehmlich zu naturwissenschaftlichen Themen mittels kurzer Erklärvideos und Übungsaufgaben angepasst an individuelle Lernstände und -geschwindigkeiten erarbeiten. Arbeitsweise und Lernfortschritt können von einem Tutorensystem unterstützt werden. Zudem gibt es weitreichende Monitoring-Funktionen für Lehrkräfte, die einen Einsatz der Anwendung als Ergänzung des Regelunterrichts ermöglichen. Erste empirische Studien deuten auf die Lernförderlichkeit im Einsatz von Khan Academy hin.

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Influence of Gamification on Khan Academy in Brazilian High School

Cited by 9 publications

References 11 publications

Adapting the Use of Digital Content to Improve the Learning of Numeracy Among Children With Autism Spectrum Disorder in Rwanda: Thematic Content Analysis Study

Adapting the Use of Digital Content to Improve the Learning of Numeracy Among Children With Autism Spectrum Disorder in Rwanda: Thematic Content Analysis Study

Gamifications Effect on Academic Motivation and Progress

Lernen mit digitalen Lernressourcen am Beispiel von Khan Academy

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