Project-Based Learning for Statistical Literacy: A Gamification Approach

Zhang, Huiyu; Fang, Linda

doi:10.1007/978-981-13-7361-9_1

Cited by 7 publications

(8 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…equations and procedures) and solving problems during heavily weighted pen-and-paper assessments. We decided that a gamified project-based learning design approach would provide an enjoyable and positive learning experience (Zhang & Fang, 2019) that is meaningful, leading to deep learning (Marton & Booth, 1997).…”

Section: Purpose Of This Papermentioning

confidence: 99%

“…progress review report, final report) remained the same. This paper explains how redesigned activities incorporating gamification elements could enhance the learning of Biostatistics for (Zhang & Fang, 2019).…”

Section: Challengesmentioning

confidence: 99%

“…On the other hand, Barata et al (2013), de Freitas & de Freitas (2013, Kumar & Khurana (2012), and Todor & Pitică (2012) found reward mechanisms such as badges, points, leaderboards, produced positive results in student motivation of science and technology subjects. These helped to enhance qualities such as "self-competence and self-efficacy" with the social and individual achievement status brought about (Zhang & Fang, 2019).…”

Section: Gamification: Rewardsmentioning

confidence: 99%

“…Firstly, some enjoyed the learning journey more than others. Zhang and Fang's (2019) study revealed that although the participants were more involved in the game, one particular participant kept a distance and did not want to learn from the game. Secondly, while the leaderboard was intended to provide feedback and increase motivation, not all considered it useful because their performance of their tasks was publically displayed.…”

Section: Trade-offsmentioning

confidence: 99%

“…When Zhang and Fang (2019) plotted 28 participants' group grades against their perceived shifts in their competency ratings, they uncovered interesting insights:…”

Section: • Badges and Level Up • Leaderboardmentioning

confidence: 99%

See 4 more Smart Citations

Gamifying Project-Based Learning in Statistics Education in Singapore

Zhang

Fang

2021

IJDL

Self Cite

View full text Add to dashboard Cite

Biostatistics is a second-year subject taken by Biomedical Engineering Diploma students in Temasek Polytechnic, Singapore. Gamification elements, referenced from the popular Pokémon GO, were infused into a suite of activities. The purpose was to engage and sustain the interest of students while facilitating the successful execution of their group project. The gamified initiative, named Biostatistics GO, generated much excitement and added depth to the learning of this project-based subject. In this paper, we present the design of Biostatistics GO by highlighting the key design principles, describing the gamification elements, and reviewing its impact on the students’ achievements and learning.

show abstract

Section: Purpose Of This Papermentioning

confidence: 99%

Section: Challengesmentioning

confidence: 99%

Section: Gamification: Rewardsmentioning

confidence: 99%

Section: Trade-offsmentioning

confidence: 99%

“…When Zhang and Fang (2019) plotted 28 participants' group grades against their perceived shifts in their competency ratings, they uncovered interesting insights:…”

Section: • Badges and Level Up • Leaderboardmentioning

confidence: 99%

See 3 more Smart Citations

Gamifying Project-Based Learning in Statistics Education in Singapore

Zhang

Fang

2021

IJDL

Self Cite

View full text Add to dashboard Cite

show abstract

Gamification in E-Wallets: Impact on User Satisfaction and Experience

Panyawanich,

Maguire,

Pradel

2024

Communications in Computer and Information Science

View full text Add to dashboard Cite

The effects of gamified flipped instruction on learner performance and need satisfaction

Zainuddin

Shujahat

Chu

et al. 2019

ILS

View full text Add to dashboard Cite

Purpose This study aims to assess students’ learning performance and perceived need satisfaction between a gamified flipped classroom (GFC) and flipped classroom (FC) instruction in a low-tech setting. The iSpring Learn learning management system was used as a low-tech gamification application in gamifying the flipped learning class. Design/methodology/approach A quantitative research approach was used for collecting the data. Three formative assessments were used to examine students’ learning performance during the intervention period, and a post-questionnaire survey was used to support the data collection process with regard to students’ perceived needs satisfaction. In total, 56 students were involved in a non-randomised experiment with a control group design. Findings The results reveal that Assessment 1 showed no significant difference between the two intervention groups (p > 0.05), while Assessments 2 and 3 were significantly different (p < 0.05). The survey results confirm that participants in the GFC have achieved a great level of motivation because their innate psychological needs for competence, autonomy and relatedness are satisfied. Practical implications The use of game-like features can be a powerful means to produce more engaging and fun activities in the FC context. The study has confirmed that integrating the gamification concept into FC instruction by adding challenges, incentives, points and rewards to quiz questions promoted a more engaging and enjoyable experience for learners. Originality/value Gamification as a current concept of a twenty-first-century instructional skill has proven to be remarkably influential. This study suggests that the FC and gamification concept might be possibly implemented in a low-tech information environment – without the required advanced technology platform.

show abstract

Project-Based Learning for Statistical Literacy: A Gamification Approach

Cited by 7 publications

References 12 publications

Gamifying Project-Based Learning in Statistics Education in Singapore

Gamifying Project-Based Learning in Statistics Education in Singapore

Gamification in E-Wallets: Impact on User Satisfaction and Experience

The effects of gamified flipped instruction on learner performance and need satisfaction

Contact Info

Product

Resources

About