Steps Towards the Gamification of Collaborative Learning Scenarios Supported by Ontologies

Challco, Geiser Chalco; Mizoguchi, Riichiro; Bittencourt, Ig Ibert; Isotani, Seiji

doi:10.1007/978-3-319-19773-9_60

Cited by 5 publications

(4 citation statements)

References 9 publications

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“…Secondly, the Fogg's Behavior Model is one that identifies and defines three factors that control whether a behavior is performed (Fogg, 2009). For a behavior to occur, the motivation, ability and trigger must converge at the same moment when reaching the activation threshold (Challco et al, 2015).…”

Section: Levels Of Applying Gamification In Educationmentioning

confidence: 99%

The Effect of the Kahoot Quiz on the Student's Results in the Exam

Toth

Lógó

2019

Period. Polytech. Soc. Man. Sci.

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Students taking low-stake quizzes in a gamified environment shows improvement on their studies, thus has the potential to be an effective part in an improved learning experience. Previous researches show that implementing gamification into the educational system has positive outcome on the student's engagement, motivation and the overall experience of learning. In this study is a field experiment, where quizzes were created with the Kahoot application, to bring action and visual triggers into the classroom. The aim of this paper to measure the long-term learning effect of the Kahoot quiz in the exams. Several of the quiz questions during the class were purposefully blended into the exam's question bank as a multiple choice or a true or false question. In this research 200 bachelor students participated in a 14-week long elective course. The data was collected weekly from the Kahoot quizzes and from the two mandatory exams. All the results from the Kahoot quiz and the exams provided the base of the analysis. Furthermore, the exam results were analyzed based on number of Kahoot quizzes they took part, a comparison of the results of each question based.The results show that students who took part in more Kahoot quizzes tend to reach higher exam mark. Moreover, they marked more correct answers and less incorrect ones. As a conclusion, using some level of game-based learning has a positive effect on the student's results and perception of learning.

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Section: Levels Of Applying Gamification In Educationmentioning

confidence: 99%

The Effect of the Kahoot Quiz on the Student's Results in the Exam

Toth

Lógó

2019

Period. Polytech. Soc. Man. Sci.

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“…A definição do ambiente gamificado foi obtida mediante a aplicação do framework Gamiflow [Chalco et al 2023], cujo resultado foi um design gamificado que satisfaz as três condições de design da teoria de Fluxo de Csikszentmihalyi: clareza e objetividade na atividade; equilíbrio entre os desafios e habilidades dentro do jogo e o feedback claro e imediato. A versão gamificada do ambiente com a qual foi conduzido o estudo foi realizada utilizando o ambiente tradicional da disciplina, um AVA institucional e o uso da ferramenta de comunicação Whatsapp, onde ocorria a maior parte da comunicação e feedback das etapas das atividades gamificadas.…”

Section: Design Da Pesquisa E Processo De Coleta De Dadosunclassified

Gamificação e a Experiência de Fluxo no Aprendizado de Programação Básica no Ensino Superior

Braz,

Chalco,

Santos

et al. 2023

Anais Do XXXIV Simpósio Brasileiro De Informática Na Educação (SBIE 2023)

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Um dos maiores desafios na área de ensino de programação básica é manter o interesse e a motivação dos alunos na realização das atividades extraclasses, pois muitos deles ao se depararem com dificuldades, desistem de fazer as atividades opcionais, comprometendo seu aprendizado. A gamificação tem sido considerada uma possibilidade relevante nesse contexto. No presente trabalho foi investigado se o design gamificado fundamentado na teoria de fluxo de Csikszentmihalyi poderia ajudar os alunos a persistirem e se engajarem em atividades extracurriculares. Para isso, foi realizado um estudo experimental com alunos de instituições privadas de Ensino Superior da área de Tecnologia, em ambientes gamificado e não gamificado.

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“…They offer processes and factors such as the Hook Model [20], which considers the four phases of a typical habit-forming product. Other models are the Fogg's Behavior that identifies three factors that should converge so that a behavior takes place [21]: motivation, ability and trigger. Besides, the self-determination theory (SDT) [22] outlines things people find motivating, based on three main ideas: autonomy, competence, and relatedness.…”

Section: Levels Of Gamification Modification In Educationmentioning

confidence: 99%

Audience Response Software as a Learning Tool in University Courses

Díez‐Pascual

García-Díaz

2020

Education Sciences

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The use of information and communication technologies (ICTs) has become a fundamental tool in all areas of today’s society, including higher education. Lessons cannot be envisaged without the use of tools such as computers, tablets or mobile devices. Many lecturers use audience response systems (ARS) to keep their classes engaged. ARS software allows teachers to interact with students via polls, text responses, or multiple-choice questions displayed via their mobile devices. A new example of the use of this type of devices in education is gamification, a technique that uses a set of activities with ludic character as a learning methodology in order to facilitate the acquisition of knowledge and competences. One of the most used gamification tools is Kahoot!, a free learning application based on a mixture of game and creativity, which encourages attention and participation of students through questions and answers formulated by the teacher and designed in a way that students respond via their mobile phones. This paper examines the use of Kahoot! in a subject belonging to the chemistry area. In order to assess the benefits of this tool, it was tested in a group of students to review the knowledge and skills acquired during the theoretical lessons prior to the exams, and the academic results were compared with those of a control group of students who did not use the tool. The results demonstrate that the use of Kahoot! led to an improvement in the teaching–learning process of the students and a noteworthy rise in their marks, and that its positive effects rise with increasing the frequency of use of this didactic tool.

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Steps Towards the Gamification of Collaborative Learning Scenarios Supported by Ontologies

Cited by 5 publications

References 9 publications

The Effect of the Kahoot Quiz on the Student's Results in the Exam

The Effect of the Kahoot Quiz on the Student's Results in the Exam

Gamificação e a Experiência de Fluxo no Aprendizado de Programação Básica no Ensino Superior

Audience Response Software as a Learning Tool in University Courses

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