Teaching Technology Integration to K-12 Educators: A ‘Gamified’ Approach

Kopcha, Theodore J.; Ding, Li; Neumann, Kalianne L.; Choi, Ikseon

doi:10.1007/s11528-015-0018-z

Cited by 28 publications

(14 citation statements)

References 23 publications

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“…The literature review showed that digital games are motivating and educationally effective [37] and improve the effectiveness of science in particular [38]. Some studies claim that digital educational games have improved learning and knowledge acquisition [32], [39], [40] in fact, most experimental studies show that gamification has a significant impact on motivation [41], engagement [26], [42], [43] and learning outcomes [44].…”

Section: B Gamification In Educationmentioning

confidence: 99%

Gamification and Computer Science Students’ Activity

et al. 2020

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Students' participation and motivation are of great importance in their learning process. The decrease in attendance and difficulties in stimulating students' activity makes it necessary to find new methodologies that can solve these problems. The use of game mechanics in non-ludic environments (Gamification) has begun to be of great interest in research, since it could increase the motivation and therefore the activity of the students. This study tries to verify if there is an existing relationship between gamification and a possible increase in student activity or between the cessation of gamification and student activity. In addition, it evaluates whether a greater student activity corresponds to a greater learning improvement. In the obtained results, no significant differences were found between the methodology or the activity with a learning improvement. According to the study, the simple use of gamified elements does not necessarily imply a solution to the problems posed. The students' activity in a course of these characteristics does not imply a better learning improvement, the importance lies in the quality of the activity generated and not in the quantity.

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Section: B Gamification In Educationmentioning

confidence: 99%

Gamification and Computer Science Students’ Activity

et al. 2020

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“…Although the design decisions adequately addressed the gaming principles (Bonk & Dennen, 2005) and gamified elements (Kopcha et al, 2016), the beta testers, game moderators, students, and HAS staff identified several design failures during beta testing and the student implementation.…”

Section: Design Failuresmentioning

confidence: 99%

Moonshot: Redesigning NASA’s High School Aerospace Scholars Experience at Johnson Space Center for Online Delivery

Neumann

Stansberry

Rosso

et al. 2021

IJDL

Self Cite

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Moonshot is the redesign of NASA’s High School Aerospace Scholars (HAS), which traditionally engaged Texas high school juniors in a 16-week online course for credit and an intense week-long onsite experience working in teams with experts at NASA’s Johnson Space Center (JSC). Due to the novel coronavirus (COVID-19), our challenge was to design, develop, and deliver an online virtual experience to replace the all-expenses-paid six-day residential summer experience at JSC where HAS participants traditionally work with like-minded peers and NASA experts on authentic design challenges.

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“…Educational environments also benefit from games to attract the attention of students (Crisp, 2014) who want to see entertainment and learning as a reward (Aybat, 2017;Prensky, 2002). In this sense, gamification is defined as the use of game design elements in non-game context offers important opportunities to make educational environments more exciting (Goehle & Wagaman, 2016;Hew, Huang, Chu, & Chiu, 2016;Kopcha, Ding, Neumann, & Choi, 2016).…”

Section: / 17mentioning

confidence: 99%

Adaptation of Modified Gamification User Types Scale into Turkish

Taşkın

Çakmak

2020

CONTEMP EDUC TECHNOL

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Marczewski (2015) has introduced a new classification model for different user types. Tondello et al. (2016) developed and later revised (Tondello et al., 2019) "The Gamification User Types Hexad Scale" based on this model. The aim of this study is to adapt this scale into Turkish. The validity and reliability study of the scale was conducted on 330 university students. Confirmatory factor analysis (CFA) on the model also showed that the fit indices were acceptable. The Cronbach's alpha coefficients of the factors were also within the acceptable range. Additionally, it was found that there was a significant difference between the mean scores of the lower 27% and upper 27% groups for both the items and the sub-factor scores. As a result, it can be concluded that this valid and reliable scale composed of 24 items and 6 factors can be used as an effective tool in the gamification solutions considering the characteristics of the target group.

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Teaching Technology Integration to K-12 Educators: A ‘Gamified’ Approach

Cited by 28 publications

References 23 publications

Gamification and Computer Science Students’ Activity

Gamification and Computer Science Students’ Activity

Moonshot: Redesigning NASA’s High School Aerospace Scholars Experience at Johnson Space Center for Online Delivery

Adaptation of Modified Gamification User Types Scale into Turkish

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