The Use of Gamification in Distance Education: A Web-Based Gamified Quiz Application

Şahin, Yusuf Levent; Karadağ, Nejdet; Bozkurt, Aras; Doğan, Ezgi; Kılınç, Hakan; Uğur, Serap; Gümüş, Salih; Öztürk, Ali; Güler, Can

doi:10.17569/tojqi.329742

Cited by 18 publications

(6 citation statements)

References 13 publications

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“…Gamified foreign language learning apps, such as Duolingo, could be integrated as supplements to display their knowledge and develop literacy skills. Gamification can be useful in online learning, particularly for student motivation (Bal, 2019;Nistor & Iacob, 2018;Rabah et al, 2018;Sahin et al, 2017;van Roy & Zaman, 2018).…”

Section: Considerations For Future Directionsmentioning

confidence: 99%

Supporting English Language Learners in High-Stakes Literacy Testing

Asunción

Mamolo

2021

JDLL

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In Ontario, a mandatory high-stakes standardized literacy test called the OSSLT is administered in the tenth grade. With notable failure rates and acknowledged test anxiety, students are in need of better test preparatory methods. In this article, we examine some of the challenges and analyze ways that online multimedia learning tools can be designed in order to support diverse student needs. The online tool developed in this study features learning principles and practices based on research in literacy testing and online education. Our discussion contributes new ideas and future directions for task designers and online test preparatory tools.

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Section: Considerations For Future Directionsmentioning

confidence: 99%

Supporting English Language Learners in High-Stakes Literacy Testing

Asunción

Mamolo

2021

JDLL

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“…Gamification is the application of the mechanisms found in video games into non-game settings and scenarios (Şahin et al 2017 ; Stott and Neustaedter 2013 ). This approach could improve trainees’ engagement and motivation through virtual awards such as badges, progress bars and leader boards (Furdu et al 2017 ; Wu 2016 ).…”

Section: E-learning: a Powerful Tool At The Hands Of Hrd Professionalmentioning

confidence: 99%

E-learning: A Temporary ‘By-Product’ of Covid-19 Pandemic or a Contemporary Solution to Workplace Training and Learning?

Mitsakis

Karageorgakis²

2020

The Future of HRD, Volume I

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Undoubtedly, we live in an era of global social, business and economic uncertainty due to the Covid-19 outbreak. The sudden lockdown of many businesses and educational institutions necessitated the need for e-learning more than ever before. E-learning represents the safest way to train in times of global crisis as it allows the trainers and the trainees to virtually interact through an online platform which serves as the e-classroom, free of the dangers entailed by physical interaction. Yet, the extent to which this sudden shift to online learning represents the future of workplace training and learning or whether it is just a temporary alteration for human resource development is debatable. The Covid-19 pandemic is expected to accelerate learning and work reinvention, resulting in multiple implications for businesses in relation to institutional resilience. Humankind could learn from its history to fight the pandemic while human resource development (HRD) professionals could reflect on previous uncertain times to inform their current practices.

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“…Many elements can be used in gamification such as storyboards, rewards, badges, leaderboards, feedback, etc. [3][4] [5]. Gamification is also starting to be widely used in e-learning.…”

Section: A Introductionmentioning

confidence: 99%

Motivation to Use Gamification Elements in E-Learning for Formal and Non-Formal Education

Afirando¹,

Santoso²,

Junus³

et al. 2023

ijcs

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The implementation of gamification in e-learning is not new, both within the context of formal and informal. Formal education is a learning activity organized by both public and private parties that refers to the official education system of a country. Meanwhile, informal education is another learning activity that does not refer to the official education system of a country. Not only visually appealing, but gamification elements also have a certain motivation and emotional value for the user. This study seeks to compare the use of gamification elements and their motivation between formal and nonformal education. The method used was a Systematic Literature Review using the Kitchenham method. From the selected databases, 65 articles were obtained that had implemented gamification in e-learning. The gamification elements were grouped by motivation and emotion based on the Octalysis framework. The results showed that ownership and possession were the most prominent motivations for implementing gamification.

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The Use of Gamification in Distance Education: A Web-Based Gamified Quiz Application

Cited by 18 publications

References 13 publications

Supporting English Language Learners in High-Stakes Literacy Testing

Supporting English Language Learners in High-Stakes Literacy Testing

E-learning: A Temporary ‘By-Product’ of Covid-19 Pandemic or a Contemporary Solution to Workplace Training and Learning?

Motivation to Use Gamification Elements in E-Learning for Formal and Non-Formal Education

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