Students’ Perceptions about Gamification of Education: A Q-Method Analysis

Yıldırım, İbrahim

doi:10.15390/eb.2017.6970

Cited by 29 publications

(29 citation statements)

References 8 publications

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“…Music accordingly appears to have no significant effect on students' acceptance of Kahoot gamified quizzing. On the whole, the positive perceptions of students toward gamified quizzing in the present study confirm the findings of a number of studies that reported positive perceptions of students toward gamification and gamified applications (Cheong, Filippou, & Cheong, 2014;Stanley, 2014;Dizon, 2016;Zarzycka-Piskorz, 2016;Rajšp, et al, 2017;Yildirim, 2017;Ab. Rahman, et al, 2018;Bicen & Kocakoyun, 2018;Karaaslan et al, 2018;Ortega-Arranz et al, 2019).…”

Section: Discussionsupporting

confidence: 89%

The Effect of Music on Moroccan Students’ Acceptance of Kahoot Gamified Quizzing in the EFL Classroom

Mimouni

Tamer

2020

IJLLS

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Several studies have investigated students’ perceptions toward technologies that add game elements to gamify learning content in English as a Foreign Language (EFL) classroom. Yet, identifying what specific game elements in these technologies have a significant impact on students’ perceptions has not received much attention. This quasi-experimental study aimed at exploring the effect of Kahoot music on Moroccan students’ acceptance of Kahoot gamified quizzing in the EFL classroom. Two intact groups of secondary school students were recruited for this study. One group played Kahoot Gamified Quizzes without music, while the other group played the same quizzes with music. The results of the independent samples t-test showed that the students in both groups perceived Kahoot gamified quizzing positively and that music had no significant effect on their perceptions.

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Section: Discussionsupporting

confidence: 89%

The Effect of Music on Moroccan Students’ Acceptance of Kahoot Gamified Quizzing in the EFL Classroom

Mimouni

Tamer

2020

IJLLS

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“…The 22 statements that participants sorted in this study are listed in Table 1. The statements in a Q study can be formed by taking them directly from the related literature (Young and Shepardson, 2018) or they are produced by the researcher if the literature on the subject is limited (Yıldırım, 2017). In this study, the related literature was examined, and categories affecting individuals' decision-making processes regarding SSIs were determined.…”

Section: The Q Sort Designmentioning

confidence: 99%

Using Q Methodology to Explore Science Teachers’ Socioscientific Decision-Making

Eş¹,

Türkoğlu²

2021

IJRES

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In this study, Q methodology was used to explore science teachers’ socioscientific decision-making. In Q methodology, participants are presented with a number of statements about a topic and are asked to sort these statements according to a guideline. The methodology allows researchers identify more information about participants’ decision-making by putting them at the center of analysis. The participants of the study consisted of 8 science teachers (5 females, 3 males), who were asked to sort a number of 22 statements about socioscientific issues; and as they completed their sorting, they were interviewed. Findings revealed two distinct perspectives that science teachers had about socioscientific decision-making: (i) traditional and (ii) universal. Even though all science teachers were aware of the value and importance of environment and human health, their perspectives differed in the subject areas of science, policy and sociology/culture, and in the intellectual baggage of experience and value.

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“…Educators often seek new pedagogical tools that can increase learners' interest in learning, motivation, and active engagement with learning content. In this regard, the adaptation of digital computer games has been found to be more fun and attractive for students compared to traditional learning methods (Attali & Arieli-Attali, 2015;Yıldırım, 2017). Gamification has been defined in the literature as the use of game mechanics, features (such as badges, rewards, points, and leaderboards), and game thinking in a non-gaming context (Akpolat & Slany, 2014;Alsawaier, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Nevertheless, gamification is not restricted purely to younger learners (da Rocha Seixas et al, 2016;Lo & Hew, 2018). Due to the positive results that gamification has already produced, a move towards its use in higher education is well underway worldwide (Akpolat & Slany, 2014;Buckley & Doyle, 2017;Cheong et al, 2014;Yıldırım, 2017). However, a challenge posed by gamification to educators in higher education is finding an effective method of application to promote students' interest in learning, engagement, and collaborative skills (Rapp et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Effect of Combining Gamification and a Scavenger Hunt on Pre-Service Teachers’ Perceptions and Achievement

Alajaji

Alshwiah

2021

JITE:Research

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Aim/Purpose: To investigate the application of game elements to a non-gaming context (gamification), specifically on an early childhood teacher-training course. Background: This research proposes a teaching strategy that combines gamification elements via e-quizzing tools with the main principles of a scavenger hunt (SH). The purpose of this blend is to provide learners with an exciting learning environment. Methodology: A convenience sample of 41 students was selected from the Early Childhood Department of the School of Education in Imam Abdulrahman University (IAU), Saudi Arabia. The learners’ perceptions of gamification and the Quizizz e-tool were investigated using online scales, a focus group, and classroom observations. The teachers were also interviewed to gather their views on this strategy. Contribution: Gamification has been a focus of recent educational research, but many educators find it challenging to apply gamification effectively. Therefore, this research proposes a teaching strategy that combines e-quizzing gamification elements with the main principles of an SH to create an exciting learning environment. Findings: Gamification was found to improve trainee teachers’ perceptions of the selected teaching strategy. It also increased their motivation for learning and engagement with their peers, thereby proving Quizizz to be a useful gamification tool, despite some technical difficulties. Recommendations for Practitioners: This study recommends that teachers who utilize technology should do so for educational purposes and in new ways, rather than merely increasing the time spent using technology in the classroom. This will ensure that classes are more interesting, thereby eliciting enthusiasm from their students. Recommendation for Researchers: Further research is recommended to explore students’ development in the area of collaboration, synthesis of information, critical thinking, and problem-solving, as a result of gamification strategies in education. Impact on Society: The study participants expressed a willingness to apply this strategy later in their careers with other students and on other courses. The collaborative and problem-solving skills learned are likewise transferable to other contexts and lifelong learning. Future Research: Further research is recommended to explore students’ development of other skills such as collaboration, synthesis of information, critical thinking, and problem-solving.

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Students’ Perceptions about Gamification of Education: A Q-Method Analysis

Cited by 29 publications

References 8 publications

The Effect of Music on Moroccan Students’ Acceptance of Kahoot Gamified Quizzing in the EFL Classroom

The Effect of Music on Moroccan Students’ Acceptance of Kahoot Gamified Quizzing in the EFL Classroom

Using Q Methodology to Explore Science Teachers’ Socioscientific Decision-Making

Effect of Combining Gamification and a Scavenger Hunt on Pre-Service Teachers’ Perceptions and Achievement

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