Smartphones at Schools? Yes, Why not?

Kaimara, Polyxeni; Poulimenou, Sofia Maria; Οικονόμου, Ανδρέας; Deliyannis, Ioannis; Plerou, Antonia

doi:10.24018/ejeng.2019.0.cie.1288

Cited by 4 publications

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“…For the purpose of this paper, the Gamified Student Response System (SRS)a tool of Experiential Learningwill be referred to as Gamified Experiential Technology (GET), recognizing that SRS is just one indicator which we anticipated could extend to other gamified devices such as a smart phone or tablet that can be used as a Student Response Systemif an app is downloaded-and equally promote Experiential Learning (Fithriani, 2021;Kaimara et al, 2019). Mobile apps are being increasingly used: In 2022, there were 255 billion app downloads as compared to 140.7 billion in 2016, an 80% increase (though the majority are used for gaming rather than educational reasons; Statista, 2023).…”

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confidence: 99%

Engaging Students with Interactive Education: The Motivational Qualities of Student Response Systems

David¹,

Weinstein²

2023

Preprint

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Educators have incorporated technologies designed to ‘gamify’ or increase the fun and reward in classroom learning. One of them, the student response systems (SRS), is increasingly used, but little is known about how it can best be employed to create positive learning climates. Informed by self-determination theory (SDT), a study - separated into two experiments - investigated the role of SRS as an educational tool and its relationship with academic well-being outcomes that have previously been linked to positive learning environments. Participants (n=30) in a pilot study were randomly assigned to a two-month experiment with two conditions: half used the SRS while the rest were taught the same syllabus with the traditional way. We found that academic well-being increased in the SRS class but stayed stable in the traditional class. Study 1 further investigated the role of SRS as an educational tool and its relationship with support for autonomy, relatedness, and competence needs of SDT and downstream academic well-being outcomes. Students (n=120) participated in five within-subject conditions that compared the motivational climates of teamwork, competition, and choice to anonymous SRS engagement and traditional learning. Results showed that students’ psychological need satisfaction, and in turn their academic well-being was increased when SRS was implemented using supportive motivational climates.

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confidence: 99%

Engaging Students with Interactive Education: The Motivational Qualities of Student Response Systems

David¹,

Weinstein²

2023

Preprint

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“…The main goals of this specific game-based learning application were the deepening of knowledge subjects and the appropriate preparation of students to become future teachers (Ikonomou et al, 1999;Fragkoulis & Anagnou, 2014;Kouni & Koutsoukos, 2019;Gougoulakis et al, 2020;Kaimara et al, 2019;Triantafyllou, 2022). At the same time, in the midst of forced isolation and social distancing during the pandemic, we wanted to cheer up our freshmen and strengthen their sense of belonging.…”

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confidence: 99%

Gamification in Engineering Education after the COVID-19 pandemic

Triantafyllou,

Oikonomou

2024

Preprint

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The world of education has changed. And for all the trials and challenges of managing education during a pandemic, we have also learned a few things that can make our teaching and learning experiences even better in the future.The pandemic imposed constant balance exercises in all aspects of our daily life, including education. Suddenly the living room of the house turned into a work space, the kitchen replaced the canteen, the children's office became a student seat. There was a new area of unknown, irregular and unpredictable forced experimentation. Now what is right, beneficial and effective is an unanswerable question in the absence of previous experience, and the only way to answer it is by trial and error.Universities, in the context of "emergency" remote teaching, also had to experiment. Professors and students found themselves inside virtual classrooms, facing digital boards, closed cameras and microphones.How could a professor not be frustrated by low levels of interaction during the lesson, and how could a student understand a problem without disrupting the fragile digital teaching flow? What was the learning outcome after each two-hour e-teaching? Was the learner's attention maintained, the learning objective achieved, knowledge transferred, new skills acquired? The answers had to be given through experimentation, creativity and innovation.To stop digital teaching from being monotonous and boring, we tried to turn it into a game in order to engage students and lead to better learning outcomes. Gamification is the use of game mechanics in non-game situations. It involves the use of video game elements, such as leaderboards, levels and badges in non-game activities aimed at improving the user experience and increasing user engagement. We find examples of gamification in various fields, e.g. in physical exercise and health (Pereira et al., 2014; Johnson et al., 2016), in the promotion of products and services (Huotari, & Hamari, 2012) and, of course, in education (Triantafyllou & Georgiadis, 2022). For example, airlines enable travelers to earn points with each trip that they can later redeem, or sports equipment companies have developed apps on smart phones and watches so that users can celebrate their performance with digital trophies, compete and challenge their running friends.In the learning process, gamification includes direct feedback mechanisms for learners, point systems, ranking tables, prizes, badges, progress bars and avatars among others, with the main objectives of mobilizing, encouraging and guiding the participant to achieve learning progress. Game-based learning makes the most of these mechanisms with an a priori architecture, which clearly defines the goal of the game, its basic functions and scenario, the rules of progression, competition and interaction with the application and teammates (Triantafyllou & Sapounidis, 2023).The reason why gamification is of particular interest is that research shows an increased degree of involvement and interest of participants when an environment or activity incorporates elements of gamification (Triantafyllou & Georgiadis, 2022). Game-based learning therefore activates not only cognitive functions, such as attention or perception, but also feelings of excitement, surprise, joy, sadness or even anger. This experience results in the achievement of meaningful learning objectives, such as deepening knowledge and developing intrapersonal (e.g. project scheduling) and interpersonal skills (e.g. collaboration).

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“…For the purpose of this paper, the gamified student response system (SRS)-a tool of experiential learning-will be referred to as gamified experiential technology (GET), recognizing that SRS is just one indicator which we anticipated could extend to other gamified devices such as a smartphone or tablet that can be used as a student response system-if an app is downloaded-and equally promote experiential learning (Fithriani, 2021;Kaimara et al, 2019). Mobile apps are being increasingly used: In 2022, there were 255 billion app downloads as compared to 140.7 billion in 2016, an 80% increase (though the majority are used for gaming rather than educational reasons; Statista, 2023).…”

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confidence: 99%

Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement

David,

Weinstein

2023

Eur J Psychol Educ

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Educators have incorporated technologies designed to “gamify” or increase the fun and reward of classroom learning, but little is known about how these resources can be employed to create positive learning climates. Informed by self-determination theory (SDT), two experiments investigated a number of strategies teachers can use to frame one such technology, the student response system (SRS), when they use it as an educational tool to enhance its fun and contribution to positive learning environments. Participants (n = 30) in a pilot experiment were randomly assigned to a 2-month experiment that showed that using SRS versus non-technology-based learning increases academic well-being. A primary study (n = 120 students) experimentally manipulated the use of SRS with and without motivational framing strategies that were anticipated to enhance its effects, specifically by employing teamwork, friendly competition between students, and giving students a choice to participate. Results showed that motivational framing strategies enhanced students’ need satisfaction for autonomy (sense of choice), competence (sense of efficacy in relation to learning), relatedness (to others in the classroom), and academic well-being (interest and engagement). In short, the use of interactive technology and how it was implemented in class was vital for enhancing students’ learning outcomes.

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Smartphones at Schools? Yes, Why not?

Cited by 4 publications

References 0 publications

Engaging Students with Interactive Education: The Motivational Qualities of Student Response Systems

Engaging Students with Interactive Education: The Motivational Qualities of Student Response Systems

Gamification in Engineering Education after the COVID-19 pandemic

Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement

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