The Use of Gamification in Higher Education: An Empirical Study

Varannai, István; Sasvári, Péter László; Urbanovics, Anna

doi:10.14569/ijacsa.2017.081001

Cited by 47 publications

(45 citation statements)

References 10 publications

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“…For example, in many fields such as physics, chemistry, engineering, computer sciences and medicine or pharmacy, the studies found that kahoot could create motivation of the students This study, provided more information about effect of the 8 learning skills that similar to previous studies which evaluated only knowledge skill (literacy). [1][2][3][4][5] Study of Micaela Esteves et al supported about the advantages of kahoot web based learning. 6 Consider about the consistency effect of kahoot web-based leaning, the second generation was tested in this study (Year 2017), It found the similar effect as same as previous generation of students (Year 2016).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Kahoot Web-Based Learning on Learning Skills of Pharmacy Students: The Trend in Clinical Pharmacokinetics Course for 2 Generations

Tewthanom¹

2019

IJPER

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Background: Kahoot is a web-based learning that uses worldwide in the education field. From the review literature, lecture with a Kahoot web-based learning will improve the learning skill. However, there have been a few studies of using Kahoot web-based learning in pharmacy education. Therefore, the aim of this study is to compare pre-and post -learning skill using Kahoot web-based learning and observe the trend of effect for 2 generations. Method: Pre-and Posttest was established in Clinical Pharmacokinetics class of 5 th year Pharmacy Students for 2 consecutive generations. Before class, the students did the questionnaire to evaluate learning skill and then this group was beginning to enroll the class using Kahoot web-based learning. The 8 dimensions of learning skills; Literacy, Numeracy, Reasoning, Creative problem solving, Critical thinking, Collaborative, Communication and Computing were evaluated. The trend of effect was observed. Results: The data from 21 Pharmacy Students (11 from year 2016, 10 from year 2017) who enroll Clinical Pharmacokinetics course in topic "Therapeutic Drug Monitoring of Aminoglycosides" shown that improved of 8 dimension skills scores after learning with Kahoot web-based as follow (Mean ± SD); Literacy (3.29 ± 0.64 vs 4.19 ± 0.40), Numeracy (3.24 ± 0.83 vs 4.05 ± 0.50), Reasoning (3.29 ± 0.56 vs 4.19 ± 0.40), Creative problem thinking (3.05 ± 0.59 vs 4.19+ 0.60), Critical thinking (3.10 ± 0.70 vs 4.10 ± 0.62), Collaborative (3.19 ± 0.75 vs 4.19 ± 0.40), Communication (3.24 ± 0.62 vs 4.24 ± 0.44) and Computing (3.14 ± 0.73 vs 4.00 ± 0.62). The separate analysis results had the same trends. Conclusion: From the results, Kahoot webbased leaning could improve learning skill in Pharmacy Students. The effects consist in 2 generations. However, the confirmation study in the large group also needed.

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Section: Discussionmentioning

confidence: 99%

The Effect of Kahoot Web-Based Learning on Learning Skills of Pharmacy Students: The Trend in Clinical Pharmacokinetics Course for 2 Generations

Tewthanom¹

2019

IJPER

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“…can provide learners with additional intrinsic motivation. Varannai, Sasvári, & Urbanovics (2017) pointed that gamification through Kahoot! sustainably motivates learners preventing absence in lectures and seminars.…”

Section: Discussionmentioning

confidence: 99%

“…As a matter of fact, Digital natives can no longer be motivated with traditional instructional tools (Premarathne, 2017), and this new generation grows more familiar with the technology (Özdemir, 2017). This generation has been born to a digitalized world thus smart tools are inevitable parts of their daily life (Varannai, Sasvári, & Urbanovics, 2017).…”

Section: The Rise Of Digital Assessment Toolsmentioning

confidence: 99%

Using Kahoot! as a Gamified Formative Assessment Tool: A case study

Şad

Özer

2019

International Journal of Academic Research in Education

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Digital assessment tools, or electronic classroom response systems, can be used effectively for formative assessment purposes. They can provide teachers with regular and instant feedback about learners' progress to detect and fix the learners' mistakes and misconceptions sustainably in an entertaining way. This case study intended to report researchers' experiences and evaluations about using a popular gamified digital exam platform (Kahoot!) used for formative purposes in a limited context of prospective teacher education program. Both qualitative and quantitative data were collected from 88 prospective teachers from a variety of programs/departments attending a 25credit two-semester teacher training certificate program in Turkey. Results of the study suggested that participants were highly positive about using the digital exam platform as a gamified formative assessment tool from attitudinal and pedagogical aspects. It was concluded that Kahoot! is quite promising in providing an effective formative assessment platform producing favorable practical, pedagogical, and affective outcomes.

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“…The implementation of gamification methods and social media is to increase student participation in learning for emergency medicine in the world of health [18]. The effect of the gamification learning model also shows a positive attitude towards groups of students due to learning [19].…”

Section: Related Workmentioning

confidence: 99%

Applying Social-Gamification for Interactive Learning in Tuberculosis Education

Sudana¹,

Emanuel²,

Suyoto³

et al. 2020

IJACSA

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There are several methods of education for tuberculosis, and one of them is through the DOTS (Direct Observed Treatment Shortcourse) program. The management of tuberculosis education through the DOTS program is performed in clinics and hospitals only to patients and their families. The purpose of this study is to describe the development and testing of a prototype (social-game education) for interactive education for tuberculosis patients in particular and the general public. The data collection process is through direct observation of tuberculosis patients and health professionals (doctors, nurses, and DOTS health workers). Challenge the game in the prototype was provided with content that contained tuberculosis information that had been previously validated by a specialist. In addition to tuberculosis information as the main content, two important elements are making up this prototype, which are gamification and social media elements. In the game elements, this study adopted elements of the leaderboard, badge/achievement, challenge, and level. As for the third element, social media includes likes, comments, and shares. Prototype application testing was conducted on two participant groups (N = 48) consisting of 23 tuberculosis patients and 25 random participants. By using the user experience questionnaire (UEQ) technique, this research focuses on identifying the user's motivation in capturing compositional information as well as the clarity of the prototype. With a confidence interval of 5% (p = 0.05) per scale. The results indicate that participants have a high level of motivation towards the prototype; this is seen in the rating scale of stimulation with an average of 1.578. Likewise the effectiveness level of information in the rating scale of perspicuity has a mean of 1.224 also has a rate that is quite effective.

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The Use of Gamification in Higher Education: An Empirical Study

Cited by 47 publications

References 10 publications

The Effect of Kahoot Web-Based Learning on Learning Skills of Pharmacy Students: The Trend in Clinical Pharmacokinetics Course for 2 Generations

The Effect of Kahoot Web-Based Learning on Learning Skills of Pharmacy Students: The Trend in Clinical Pharmacokinetics Course for 2 Generations

Using Kahoot! as a Gamified Formative Assessment Tool: A case study

Applying Social-Gamification for Interactive Learning in Tuberculosis Education

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