Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills

Huang, Ling-Yi; Yeh, Yu‐chu

doi:10.4018/ijgbl.2017040104

Cited by 28 publications

(14 citation statements)

References 19 publications

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“…To help users perceive the high affordance of visibility of achievement, the gamified IS usually displays users' achievements using game elements of levels, badges, and trophies. The visibility of achievement increases users' intrinsic motivation to join the activities (Huang and Yeh, 2017). Moreover, visibility of achievement also provides positive reinforcement for the targeted behaviors .…”

Section: Ga Satisfies Gft-directed Users' Demandsmentioning

confidence: 97%

Inducing individuals to engage in a gamified platform for environmental conservation

Ke²,

Wagner³

2020

IMDS

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PurposeThis research draws on goal framing theory and gamification affordance to understand how gamification design encourages users' continuous usage of information systems (IS) to perform proenvironmental behaviors.Design/methodology/approachSurvey data (N = 307) were collected from users of a gamified IS designed for environmental protection. The research model was examined with structural equation modeling.FindingsSatisfying users' demand on green effectiveness, enjoyment, and social gain directly/indirectly predicts users' intention to continue to utilize the gamified IS for proenvironmental behaviors. Moreover, gamification affordance of autonomy support, visibility of achievement, competition, and interactivity influences the satisfaction of the users' relevant demands.Originality/valueThis research contributes to the IS research for environmental sustainability at the individual level. Specifically, this research extends the understanding of users' decision-making on continuance and the role of gamification design in the context of gamified IS developed for environmental conservation.

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Section: Ga Satisfies Gft-directed Users' Demandsmentioning

confidence: 97%

Inducing individuals to engage in a gamified platform for environmental conservation

Ke²,

Wagner³

2020

IMDS

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“…Ennis (1995) said that critical thinking is logical and reasonable thinking that is focused on deciding what is believed and done. Critical thinking is the students' ability to analyze and evaluate the information to decide whether the information can be trusted so it used to draw valid conclusions (Albitz, 2007;Facione, 2011;Facione & Facione, 1996;Fithriyah, Sa'dijah, & Sisworo, 2016;Halpern, 1998;Huang & Yeh, 2017;Siew & Mapeala, 2016). Rasiman (2015) said that critical thinking is a mental process that is organized and plays a role in the decisionmaking process to solve the problem.…”

Section: Introductionmentioning

confidence: 99%

Critical thinking of field dependent student’s in problem solving

Afifah

Ningrum

2018

IJTLM

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<p class="ABS-C">The purpose of this research is to describe the characteristics of the critical thinking of field-dependent cognitive style students in problem-solving. This research is qualitative research. Research subjects are students who have field-dependent cognitive style in class VIII SMP Negeri 1 Boyolangu, Indonesia. Data collection is GEFT test, math problem test, and interview. The results showed that strong field dependent students in mathematics problem solving aren't good at understanding the problem. At the implementing stage, the solution stage according to the previous plan. The problem-solving plan depends on the formulation of the problem that students found, students are less precise in carrying out the problem-solving. Students do not check again the answer. Critical thinking of weak field dependent students is not good in understanding the problem, and information in the problem is quite good. At the making solution plan stage, students do not write down what is known and asked and less able to express a solution plan clearly and logically with the problem. At the implementing stage, the solution plan is by the previous plan. The problem-solving plan depends on the problem formulation of the problem that students found, so students are less precise in carrying out the problem-solving. Students do not check again the answers.</p>

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“…Furthermore, in addition to personal enjoyment feelings, gamification promotes interpersonal and human-computer interaction through game instructions and game elements that generate user stickiness and active and continuous engagement [33]. Meanwhile, users who were rewarded with virtual medals and official certificates in the game showed higher satisfaction and increasing the degree of motivation users have for achievement is one of the means to increase the gamification experience and help promote users' willingness to use it [34].…”

Section: The Mediating Role Of Continuity Of Usementioning

confidence: 99%

The Impact of Gamification Motivation on Green Consumption Behavior—An Empirical Study Based on Ant Forest

Sun

Xing

2022

Sustainability

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The development of the Internet has led to new forms of integration of gamification and environmental protection and has become a new perspective for exploring the emergence of green consumer behavior. In particular, gamification participation motivation has a growing influence on consumers’ green consumption behavior, and the magnitude of gamification participation motivation is transmitted to consumers’ green consumption behavior through their continuity of use. We choose Ant Forest as the research scenario of the integration of green consumption and gamification in China and try to explore the mechanism of the interaction between gamification participation motivation, continuity of use, and green consumption behavior from the perspective of green consumption. This paper tests the hypotheses through empirical research methods and structural equation modeling. The findings show that enjoyment motivation, social motivation, and achievement motivation positively influence consumers’ continuity of use; continuity of use positively influences consumers’ green consumption behavior; and the sense of environmental indebtedness plays a moderating role in the relationship between continuity of use and green consumption behavior.

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Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills

Cited by 28 publications

References 19 publications

Inducing individuals to engage in a gamified platform for environmental conservation

Inducing individuals to engage in a gamified platform for environmental conservation

Critical thinking of field dependent student’s in problem solving

The Impact of Gamification Motivation on Green Consumption Behavior—An Empirical Study Based on Ant Forest

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