Raising Teachers Empowerment in Gamification Design of Adaptive Learning Systems: A Qualitative Research

Tenório, Kamilla; Dermeval, Diego; Monteiro, Mateus de Souza; Peixoto, Aristoteles; Pedro, Alan

doi:10.1007/978-3-030-52237-7_42

Cited by 14 publications

(5 citation statements)

References 31 publications

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“…As previously mentioned, according to the "Gamification Analytics Model for Teachers" [Tenório et al 2020b], teachers can define interaction goals, monitor students' interaction IX Congresso Brasileiro de Informática na Educação (CBIE 2020) Anais do XXXI Simpósio Brasileiro de Informática na Educação (SBIE 2020) with the learning resources and the gamification elements, and adapt the gamification design through missions for students that are not achieving the goals in gamified learning systems ( Figure 1). Based on this model, we developed the GamAnalytics tool.…”

Section: Gamification Analytics Model For Teachers and Gamanalytics Toolmentioning

confidence: 99%

“…Based on this model, we developed the GamAnalytics tool. The design concepts implemented in the GamAnalytics tool were validated with teachers through the "speed dating" method to respect their needs [Tenório et al 2020b] . This method is designed to help researchers/designers reveal unmet needs not easily discovered through field observations [Holstein et al 2017].…”

Section: Gamification Analytics Model For Teachers and Gamanalytics Toolmentioning

confidence: 99%

“…This approach can give valuable insights to take corresponding actions towards gamification goal achievement [Heilbrunn et al 2017]. Therefore, considering that teacher's participation is of utmost importance to the success of educational technologies [Macleod and Sinclair 2017], we proposed the "gamification analytics model for teachers" in a previous study [Tenório et al 2020b]. According to this model, teachers can monitor and adapt gamification design during the learning process in gamified learning systems.…”

Section: Introductionmentioning

confidence: 99%

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An Evaluation of the GamAnalytics Tool: Is the Gamification Analytics Model Ready for Teachers?

Tenório¹,

Dermeval²,

Challco³

et al. 2020

Anais Do XXXI Simpósio Brasileiro De Informática Na Educação (SBIE 2020)

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In order to improve students' learning outcomes, researchers and practitioners have increasingly applied gamification in technology-enhanced learning environments. However, some studies in the literature have reported unexpected negative results with that. To avoid these unexpected outcomes in gamified learning systems, we proposed the ``gamification analytics model for teachers" in a previous study. This model allows teachers to monitor and adapt the gamification design in the run-time of the teaching-learning process. In this paper, we present the results obtained in an empirical study to assess teachers' perception and acceptance regarding the GamAnalytics tool, a tool developed based on our proposed model that allows teachers to monitor students' interaction with learning resources and game elements and adapt tailored missions for students in gamified educational systems. The results indicate that the teachers have significantly good behavioral intention to use our tool and good perception of its usefulness and ease of use. The teachers also indicated enjoyment, relevance, and self-efficacy, and that the tool does not cause anxiety.

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Section: Gamification Analytics Model For Teachers and Gamanalytics Toolmentioning

confidence: 99%

Section: Gamification Analytics Model For Teachers and Gamanalytics Toolmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An Evaluation of the GamAnalytics Tool: Is the Gamification Analytics Model Ready for Teachers?

Tenório¹,

Dermeval²,

Challco³

et al. 2020

Anais Do XXXI Simpósio Brasileiro De Informática Na Educação (SBIE 2020)

Self Cite

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“…Another potentially inhibitating variable is the lack of knowledge of the didactic functionality and suitability of these apps for the curriculum. Several authors have shown that when there has been rigorous assessment of such resources, the likelihood of adoption by teachers increases, for example, when gaming apps are successfully matched to the pedagogical needs of particular context (Green et al, 2014;Papadakis et al, 2017), or when analytical models or frames of reference are used to enable the design and adaptation of gamified didactic proposals (Tenório et al, 2020;Vázquez-Ramos, 2021). Green et al (2014) developed an instrument to check digital applications' pedagogical suitability as support for the curriculum.…”

Section: Curriculum Connectionmentioning

confidence: 99%

Latent factors on the design and adoption of gamified apps in primary education

et al. 2023

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The main objective of this research is to determine the perception of teachers about the elements that increases the educational effectiveness of gamified apps in primary education. A methodology based on an importance-performance analysis was daeveloped, using a structural equations model to calcuate the degree of importance of each variable. The sample was formed of 212 Spanish teachers with experience using educational apps in the teaching–learning process. Six categories were identified as precursors of educational effectiveness: (1) curriculum connection, (2) feedback and operational experience, (3) assessment and learning analytics, (4) sustainability (Protection Personal data), (5) equal access and (6) flow. These six categories enhance the three traditional areas of gamification intervention: cognitive, emotional and social. In this sense, the design and adoption of an educational gamified app should: (1) establish a clear link between the game and curricular content and competence development; (2) promote self-regulated learning through individual and collaborative activities; (3) offer adapted learning by integrating differentiated personalized learning pathways; (4) integrate learning analytics that can be consulted by teacher, student and family; (5) comply with data protection regulation and promote a safe, sustainable and ethical use of the information generated; (6) take into account different levels of functional diversity. When the gamified app design incorporates these attributes, primary education teachers perceive that such resources can be integrated effectively into the teaching–learning processes.

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“…Secondly, the existing literature on empowerment under the educational background pays more attention to teachers’ empowerment, that is, empowering teachers with responsibility, choice and autonomy has a positive impact on commitment, satisfaction and trust ( Kusumaningrum et al, 2019 ; Tindowen, 2019 ; Tenório et al, 2020 ), and lacks the analysis of students’ psychological empowerment under the new educational model. Considering that the power of teachers and students has changed greatly in project-based learning, students are empowered to lead the project, and teachers are only supervisors and guides ( Iwamoto et al, 2016 ; Belwal et al, 2020 ), it is particularly important and urgent to explore the mechanism of psychological empowerment in project-based learning from the perspective of students.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Psychological Safety on Students’ Creativity in Project-Based Learning: The Mediating Role of Psychological Empowerment

Han

Liu

2022

Front. Psychol.

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Creative-oriented new educational model will shape the direction and appearance of world development. This study focuses on the role of psychological safety and psychological empowerment in improving students’ creativity in the context of project-based learning from the perspective of student empowerment. Based on self-determination theory, we propose that psychological safety positively affects students’ creativity through psychological empowerment, and fault-tolerant culture plays a positive role in it. In this study, 238 students who participated in project-based learning were randomly selected to conduct a questionnaire survey. The results show that there is a positive correlation between psychological safety and creativity, and psychological empowerment plays an intermediary role in the relationship between them. The fault-tolerant culture enhances the direct influence of psychological safety on psychological empowerment and the indirect influence of psychological safety on creativity. Theoretical and practical implications were also discussed.

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Raising Teachers Empowerment in Gamification Design of Adaptive Learning Systems: A Qualitative Research

Cited by 14 publications

References 31 publications

An Evaluation of the GamAnalytics Tool: Is the Gamification Analytics Model Ready for Teachers?

An Evaluation of the GamAnalytics Tool: Is the Gamification Analytics Model Ready for Teachers?

Latent factors on the design and adoption of gamified apps in primary education

The Influence of Psychological Safety on Students’ Creativity in Project-Based Learning: The Mediating Role of Psychological Empowerment

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