School of Digital Wizards: Exploring the Gamification User Types in a Blended IT Course

Hooda, Apoorwa; Nousiainen, Tuula; Vesisenaho, Mikko; Ahlstrom, Emilia; Fort, Santi; Subirats, Laia; Sacha, G. M.

doi:10.1109/fie56618.2022.9962592

Cited by 3 publications

(1 citation statement)

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“…• мобiльне навчання, зокрема, навчання на вимогу (on-demand learning) [10,17]; • геймiфiкацiя у навчаннi [11,14].…”

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Blended learning for teacher training: benefits, challenges, and recommendations

Mintii

2023

Educ. Dimens.

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This study examines how blended learning (BL) was used for teacher training and retraining during and after the COVID-19 pandemic, based on a systematic analysis of 27 scientific sources from the Scopus database. BL is a flexible and personalized mode of learning that combines face-to-face, synchronous, and asynchronous distance learning methods, as well as various ICT tools and pedagogical technologies. The study identifies the main approaches, benefits, and challenges of BL implementation in teacher education. It reveals that BL can enhance teachers’ access to resources, communication, interaction, collaboration, reflection, and creativity. However, it also requires reliable technology, technical support, and adequate training for both teachers and students.

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“…• мобiльне навчання, зокрема, навчання на вимогу (on-demand learning) [10,17]; • геймiфiкацiя у навчаннi [11,14].…”

Section: результатиunclassified

Blended learning for teacher training: benefits, challenges, and recommendations

Mintii

2023

Educ. Dimens.

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A Systematic Literature Review of Personalized Gamification Research Methods

Qinthari,

Wibirama,

Ferdiana

2024

2024 2nd International Symposium on Information Technology and Digital Innovation (ISITDI)

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Gamification Based on User Types: When and Where It Is Worth Applying

et al. 2023

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Students’ motivation is one of the most relevant factors when improving the quality of the learning process. In this context, gamification is a powerful tool for increasing motivation at all levels of teaching. Since gamification methodologies can be applied in many different ways, personalizing gamified activities as a function of gamification user types is a promising strategy. Knowing the user types is also an advantage to understand the nature of learners in the class. In this article, we present the findings from several pilot exercises, where we identified gamification user types among students from Spain and Finland, analyzing their prevalence as a function of age, gender, country, and field of study. We also designed a gamification experience where activities were designed to fit the preferences of different user types. From these pilot experiences, we found that gamification user types are only relevant when other variables, such as the difficulty of the tasks or the presence of students who do not work well in groups, are not present. Based on our findings, we conclude that distance learning and subjects where previous knowledge is not present are good choices when gamifying a subject.

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School of Digital Wizards: Exploring the Gamification User Types in a Blended IT Course

Cited by 3 publications

References 20 publications

Blended learning for teacher training: benefits, challenges, and recommendations

Blended learning for teacher training: benefits, challenges, and recommendations

A Systematic Literature Review of Personalized Gamification Research Methods

Gamification Based on User Types: When and Where It Is Worth Applying

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