Psychometric properties of the SDQ hyperactivity subscale in a Transylvanian minority community sample. A pilot study

Farcas, Susana; Szamosközi, István; Petric, Evelin; Veres, Anna

doi:10.24193/epsz.2017.1.2

Cited by 3 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Multimediabased learning approach to transferring information from a form of static text books to a new learning patterns are more interesting (Jamaludin, 2000). One of the applications of gamification in education is training working memory (Farcas, Szamosközi & Takacs, 2016) within online educational courses (MOOC) (Chang & Wei, 2016), in order to engage students in educational environments (Landers & Landers, 2014). On the other hand, Sanchez, Langer & Kaur (2020) study aimed at enhancing the understanding of which gamification can improve learning outcomes (e.g., Koivisto & Hamari, 2014;Landers, Bauer & Callan, 2017;Sharifi Fard, Alkelani & Tamam, 2019) by building on the theory of Abstract: Gamification has been taken seriously as an educational approach that is able to facilitate learning, encourage motivation and engagement, improve learner participation and lesson interactivity, and stimulate learners towards the expansion of their knowledge.…”

Section: Introductionmentioning

confidence: 99%

The Development of a Collaborated Gamified E-Quiz and Strategy Game Mobile Application to Increase Students’ Motivation and Continuance Usage Intention

et al. 2021

View full text Add to dashboard Cite

Gamification has been taken seriously as an educational approach that is able to facilitate learning, encourage motivation and engagement, improve learner participation and lesson interactivity, and stimulate learners towards the expansion of their knowledge. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning, requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. This study introduced, ‘Kingdom Quizzes’ (KQ) a gamified e-quiz mobile application which was previously known as ‘Quiz Seeker’ mobile application as an assisting tool in teaching and learning. The purpose of the development of KQ is to enhance the students’ motivation in academic task as well as retaining the users of a gamified e-quiz. KQ is divided into two interconnected modules; (i) quiz module, and (ii) game module. This product focused on the ‘reward’ element resulted from ranking in the quiz session in which it will be passed on to the next game session. The marks and rank that the students gained in the quiz session will reward them with coins or ‘life’ item in their game inventory. This creates a sense of ‘motivation’ in students to do well in their quiz sessions as well as creating a ‘continuance intention’ in using the product which means high tendency to keep executing e-quiz for various other subjects. Based on the survey conducted with 141 respondents, KQ basically managed to fulfill the objectives of the product development which were to increase the students’ (i) motivation as much as 93.7% and (ii) continuance intention in using the gamified e-quiz application as much as 88.72%. Based on the Pearson’s correlation analysis, motivation has a significantly moderate relationship with continuance usage intention, (r = 0.607**, p = 0.000). Moreover, the multiple regression analysis using the enter method also proved that predictor motivation contributed 36.9% towards the continuance intention of the students to use KQ. The product does not only manage to be adopted among the targeted audiences, but based on this study it has a huge future potential as the choice for mobile-based quick formative assessment.

show abstract

Section: Introductionmentioning

confidence: 99%

The Development of a Collaborated Gamified E-Quiz and Strategy Game Mobile Application to Increase Students’ Motivation and Continuance Usage Intention

et al. 2021

View full text Add to dashboard Cite

show abstract

A systematic review of tools used to screen and assess for externalising behaviour symptoms in low and middle income settings

2019

View full text Add to dashboard Cite

Background.Mental health issues, often manifested as behavioural difficulties, in children are estimated to be high in low and middle-income countries (LMIC) settings. There is a paucity of definitive data due to a lack of well-validated tools to use across settings. This review aims to provide evidence on what tools are used and which have been adapted and validated in LMIC settings.Methods.We performed a systematic review to identify tools used to assess or screen externalising behaviour problems in children and adolescents in LMIC and assess their cultural adaptations. We searched for studies measuring externalising behaviour in children from 0 to 19 years published up to September 2018. Articles were assessed to identify tools used and analysed using the Ecological Validity Framework.Results.We identified 82 articles from over 50 LMICs who had studied externalising behaviour in children. Twenty-seven tools were identified, with a predominance of studies using tools from the USA and Europe. Most studies did not describe an adaptation and evaluation process, with only one study following recommended criteria. New tools were identified which both screen and assess externalising behaviour which have not yet been utilised across settings.Conclusions.Although tools from the USA and Europe are often utilised to screen and assess for externalising behaviour problems in children in LMICs, the conceptual frameworks behind the use of these tools in other cultural contexts are not always carefully examined. In order to have valid data across cultures, we should aim to adapt and validate tools before use. Provision of processes to validate tools across LMIC settings would be beneficial.

show abstract

Improving Environmental Outcomes With Games: An Exploration of Behavioural and Technological Design and Evaluation Approaches

Salas

Ashbarry

Seabourne

et al. 2022

Simulation & Gaming

View full text Add to dashboard Cite

Background To overcome the high failure rate of gameful interventions, we need to better understand their design and evaluation strategies to build an evidence-base for best-practice approaches that bring about meaningful change. This systematic review asks: ‘What behavioural and technological design and evaluation theories and approaches are applied in games developed to bring about positive environmental outcomes?’. Method We reviewed 52 papers published between 2015 and 2020 that used gameful interventions to improve behaviour related to environmental outcomes. These papers were analysed to review the behavioural and technical design, and the assessment and evaluation approaches, employed by the intervention designers. Results We found that these publications report on simple aspects of the behavioural and technical design behind the intervention but fail to justify their design choices in terms of theory and evidence. Furthermore, variability across their evaluation approaches and outcomes exists. Discussion This review highlights several systemic flaws in the literature that limit our understanding of gameful interventions in the pro-environmental context. First, based on this review, we cannot be convinced that these interventions were designed according to best practice for intervention design or for technology development. Second, the justification for proposing a gameful intervention is not always clear. Finally, it is unclear whether these interventions are being evaluated based on best practice. Thus, it is not clear that we can draw confident conclusions about evidence-based outcomes of short-term engagement (in structural gamification interventions) or long-term behaviour change (in content gamification and serious game interventions).

show abstract

Psychometric properties of the SDQ hyperactivity subscale in a Transylvanian minority community sample. A pilot study

Cited by 3 publications

References 0 publications

The Development of a Collaborated Gamified E-Quiz and Strategy Game Mobile Application to Increase Students’ Motivation and Continuance Usage Intention

The Development of a Collaborated Gamified E-Quiz and Strategy Game Mobile Application to Increase Students’ Motivation and Continuance Usage Intention

A systematic review of tools used to screen and assess for externalising behaviour symptoms in low and middle income settings

Improving Environmental Outcomes With Games: An Exploration of Behavioural and Technological Design and Evaluation Approaches

Contact Info

Product

Resources

About