Top PDF Study of Gamification Effectiveness in Online e-Learning Systems

Study of Gamification Effectiveness in Online e-Learning Systems

Study of Gamification Effectiveness in Online e-Learning Systems

However, Skype and other systems of cooperative joint learning provide invaluable engagement, which plays a crucial role in learning. As noted by Clark and Mayer [12]: “all learning requires engagement ”, regardless of the delivery media. Zhang et al., [13] also suggested that increased student engagement can improve learning outcomes, such as problem solving and critical thinking skills. In the review article, Fredricks, Blumenfeld and Paris [14], defined engagement by its multifaceted nature: “Behavioural engagement draws on the idea of participation; it includes involvement in academic and social or extracurricular activities. Emotional engagement encompasses positive and negative reactions to teachers, classmates, academics, and school and is presumed to create ties to an object and influence willingness to do the work. Finally, cognitive engagement draws on the idea of mental investment; it incorporates thoughtfulness and willingness to exert the effort necessary to comprehend complex ideas and master difficult skills.”
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The gamification features' effect on the training effectiveness in organizational context

The gamification features' effect on the training effectiveness in organizational context

Although, some authors (Mielniczuk & Laguna, 2017; Prensky, 2003; Zaniboni et al., 2011) believe that a great part of the investment in training has not returned many results, due to the fact that current learning approaches are not functional anymore. Learners from today seem to have in fact different expectations, values and objectives integrating them in the continuous digital transformation (Dichev & Dicheva, 2017; Wangi et al., 2018). In the study conducted by Wangi et al. (2018), the Indonesian university students received game techniques very positively, considering that they bring interest to the course and make them more active in the learning process. In fact, most of the studies tend to favor gamified techniques rather than conventional ones (Çeker & Özdamli, 2017; Dichev & Dicheva, 2017). Although, and since there is not yet strong and convincing evidence on the impact of game features in the training effectiveness, it was found relevant to study their relationship. Furthermore, and as mentioned by some authors (Dichev & Dicheva, 2017; Faiella & Ricciardi, 2015), there seem to be a considerable difference on the training effectiveness when applying gamified techniques or not. This idea will be tested as per the hypotheses presented below.
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Online modelling of water distribution systems: a UK case study

Online modelling of water distribution systems: a UK case study

The design of distribution networks using these software packages has developed from trial and error to, more re- cently, the use of various forms of optimization, including genetic algorithms (e.g. Dandy et al., 1996). Tools of this type are offline in nature as, although very efficient, the com- putational burden is often large. Real time, near optimal con- trol using hydraulic modelling is still somewhat impractical for large water distribution networks because of the compu- tational burden such optimization imposes, and alternative approaches are being developed. Bhattacharya et al. (2003) proposed an ANN (Artificial Neural Network) with rein- forcement learning which could learn to replicate the optimal control strategy (based on capturing operator experience). Rao and Salomons (2007) developed a GA (Genetic Algo- rithm) and an ANN model for capturing the knowledge base of an EPANET model and consequently producing a near op- timal solution for control settings under dynamic conditions (with 1 h SCADA updates).
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A Study on the Impact of Learning Management Systems on Students of a University College in Sultanate of Oman

A Study on the Impact of Learning Management Systems on Students of a University College in Sultanate of Oman

schedule, materials and examination papers are prepared by University of Stirling. The final examinations are conducted at Muscat College using the same question paper(s) set and used by University of Stirling at the same time of UK (even if the day scheduled for the examination is a holiday in Oman). The answer papers are evaluated at Muscat College and sent to University of Stirling for verification and approval from the examination board at the University of Stirling. The results are published and the Degree is awarded by University of Stirling. Muscat College students can even attend classes at University of Stirling. There are modules in the course where tests and/or examinations are conducted online using WebCT at the same time at Muscat College and University of Stirling, UK. The University of Stirling has provided user name to all Muscat College students and academic staff for accessing WebCT and e-mail system. The academic staff needs prior approval from University of Stirling to deliver the modules of honours programme. All the approved academic staff would get administrative rights in the WebCT to upload files, if necessary, of the modules being delivered.
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A conceptual framework to implement gamification on online courses of computer programming learning: implementation

A conceptual framework to implement gamification on online courses of computer programming learning: implementation

Gamification in education has received enormous attention in these last years, both of researchers and educators. However, the knowledge about the effect of gamification on students’ performance is still scarce [11]. The authors recommend that more research should be carried out integrating one or two gamification elements and to identify the extent to which these elements influence students’ attitudes and performance. Dicheva et al. [11] concluded in their systematic study that most of the conducted studies focus on the evaluation of designed and developed tools with integrated gamification elements, and that there are few studies that explore an integration of gamification elements in online learning platforms, designated by Learning Management Systems, regularly used as a support for the teaching-learning process.
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AN EVALUATION OF THE INFORMATION SYSTEMS FOR TEACHING AND LEARNING ONLINE OF THE PUBLIC UNIVERSITY

AN EVALUATION OF THE INFORMATION SYSTEMS FOR TEACHING AND LEARNING ONLINE OF THE PUBLIC UNIVERSITY

The aim of this research is to evaluate the online information system of instructors and students. After developing the online information system for 3 years, we found out that the population of this system increases annually, which indicates that the online information system have taken an important role in our lives and it includes guidelines for lecturer to gain confidence in creating and providing the diversity of education through certain aspects of learning behavior. This system influences students to study with their maximum potential and encourages them to be engaged in individual learning process. Since, self- study is a requirement and characteristic that the students in the modern days should have, if that student is already eager to learn and they were to be practiced and trained seriously, the knowledge they obtained would last their whole lives. Online information system is an innovative education that is expected to be creative. The creation of other new academic subject is designed to satisfy the needs of student and lecturer to raise the academic standard and the quality of education system at Mahasarakham University and other institution in the country to achieve their goal effectively and efficiently. 1.1. Relative Works
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Computer programming learning: how to apply gamification on online courses?

Computer programming learning: how to apply gamification on online courses?

Several authors have investigated the use of gamification in education by describing the use of some mechanics and dynamics and reiterating their possible use in educational context. However, a more in-depth empirical research on the effectiveness of the incorporation of gamification elements in learning environments remains scarce (Dicheva et al., 2015). However, most authors share the view that gamification has the potential to improve learning if well designed and used correctly. Consequently, more empirical research is needed to investigate, in particular, the effects of the elements in a specific educational context (Dicheva et al., 2015). Many of these papers focus their research on the tools and prototypes they have developed, being necessary research that will explore the use of these elements in regular learning activities and especially in online activities supported by learning platforms. The introduction of these platforms in recent years has enabled innovation in the learning methodologies supported by technology. Schools can take advantage of these technologies to make learning more accessible and more efficient. However, few studies explore the integration of mechanics and game dynamics in these platforms and its impact on the student (Dicheva et al., 2015).
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Evolutionary online behaviour learning and adaptation in robotic systems

Evolutionary online behaviour learning and adaptation in robotic systems

Our research focuses on studying if and how to accelerate and increase the performance of online evolu- tion. Our first research contribution is a comprehensive presentation and analysis of Online Decentralised NeuroEvolution of Augmenting Topologies (odNEAT), an algorithm for online evolution of neural network- based controllers in multirobot systems. odNEAT differs from more traditional approaches to online evolution because both the weighting parameters and the topological structure of neural networks are under evolutionary control. Our second research contribution focuses on investigating the dynamics of online evolution of con- trollers at two different levels. At the microscopic scale, we assess the dynamics of distinct neuronal models. At the macroscopic scale, we investigate the scalability properties of online evolution with respect to group size. The outcomes of the contribution are an assertion of the critical role of the controller evaluation policy, and an analysis of how the group size influences task performance. In our third research contribution, we capitalise on the knowledge gained from the second study, and we introduce: (i) a racing approach that allows individual robots to cut short the evaluation of poor controllers, (ii) a population cloning approach that enables each individual robot to clone and transmit a varying number of high-performing controllers to other robots nearby, and (iii) online hyper-evolution (OHE), an unprecedented approach in evolutionary robotics with the capability to automatically construct algorithms for controller generation during task execution. To conclude, we validate our research in real robotic hardware, and we successfully demonstrate evolution of controllers to solve three classic evolutionary robotics tasks in a timely manner (one hour or less).
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E-learning systems sucess: a theorical model

E-learning systems sucess: a theorical model

This dissertation presents an e-learning systems theory framework, presented in chapter II. The theoretical framework is based upon an extensive literature review of e-learning. The review started with the identification of the different concepts associated with the topic. The literature review reveals that e-learning is not the most used concept in research. In fact, researchers refer to other concepts, such as computer-assisted learning (CAL), computer-facilitated learning (CFL), computer-assisted education (CAE), computer- based education (CBE), learning management systems (LMS), and massive open online course (MOOC). After identifying those concepts, this dissertation reports the results of a bibliometric study of each of the 23 e-learning related concepts. The review revealed the various e-learning dimensions, which are: the e-learning systems stakeholders, the pedagogical models, the instructional strategies, and the learning technologies. Upon these dimensions we constructed a theoretical e-learning conceptual framework. The resulting framework for e-learning has three dimensions: people, technology, and services. This theoretical framework was built upon the three main components of an information system: people, technology, and services provided by technology itself. Guided by these main pillars, we revised and identified the stakeholders’ groups and their interaction with e-learning systems. Then, the classification of the technological considerations to these kinds of system is presented, focusing more on the contents type and ways of communication, than on technological platforms available in the market. This is an important feature of the framework, because considering specific commercial platforms, we identify technological specifications that can be applied to any technological artifact. The third pillar corresponds to the services provided by an e-learning system. Services are considered here as the main output, as they operationalize instructional strategies and several pedagogical models.
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數位學習領域主題分析之研究 Subject Analysis on the Field of E-Learning Research

數位學習領域主題分析之研究 Subject Analysis on the Field of E-Learning Research

CATAR (Content Analysis Toolkit for Academic Research) is anautomatic content mining tool downloaded from the internet, which can be used for the development of field subjects and is effective in assisting traditional manual analyses to achieve semi-automatic subject analyses. The bibliographic data downloaded from the WoS database, including titles, abstracts, keywords, year of publication, authors, institutes, nationality, name of journal, and cited references, were analyzed using CATAR. The structural data acquired from the over view analysis was then further analyzed using bibliographic coupling and co- occurrence words (co-word) analyses. The data for co-word analysis were from the titles and abstracts, while the data for bibliographic coupling was based on the cited references (CR).
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Nurse Interaction With Clients In Communication Therapeutic Study Analysis Of Symbolic Interactionism Hospital South Sulawesi

Nurse Interaction With Clients In Communication Therapeutic Study Analysis Of Symbolic Interactionism Hospital South Sulawesi

communication. , C). Bent / body position toward / closer to the opponent talk. Case shows that nurses preparing to respond in communication (speaking-hearing) , D) Maintain eye contact, parallel, and natural. With eye position parallel to the nurses showed willingness to maintain communication , E). Be calm / rilex. Will more noticeable when not in a hurry while talking and using motion / natural body language. In addition to these things therapeutic attitude can also be identified through non verbal. Said behavior, there are five categories of non-verbal communication, namely: a). Vocal cues, the cue paralingustik including all non-verbal speech quality eg sound pressure, sound quality, laughter, rhythm and speed of speech, b). Cue action, that all body movements, including facial expressions and gestures, c). Cue object, ie an object used intentionally or unintentionally by a person such as clothing and other personal items, d). Space gives a signal about the closeness of the relationship between two people. It is based on social norms and culture held, e). Touch, which physically between two people and is a non- verbal communication is the most personal. A person's response to these actions greatly influenced by the structure and cultural background, the type of relationship, gender, age and expectations. Stuart and Sundeen (1998 : 35 ). Friendly nurse in providing nursing services will always be polite in all circumstances and conditions. This will have a positive impact on the healing process of the client because the client will feel comfortable in receiving the service. Nurse friendly attitude will make the client feel familiar and close interpersonal relationships with nurses so that clients will be free to express complaints. Nurses are calm and patient in serving clients will
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Active Learning in Online Courses: An Examination of Students’ Learning Experience

Active Learning in Online Courses: An Examination of Students’ Learning Experience

Active learning means that students are involved in more than passive listening. Students are reading, writing, or discussing a topic. Less empha- sis is placed on simple knowledge transfer and greater emphasis on the student developing skills to solve complex problems. Active learning places importance on the exploration of attitudes and values of students which should increase student motivation. Regular immediate feedback from the instructor is a very important aspect of active learning. Receiving immedi- ate feedback enables students to be able to learn skills required to solve problems, thus enabling students to be involved in higher order thinking. Students move beyond simple memorizing of facts to being able to ana- lyze, synthesize, and evaluate complex problems that may have multiple solutions (Bonwell & Eison, 1991).
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E-Learning: Is it any better than Traditional Approaches in Psychotherapy Education?

E-Learning: Is it any better than Traditional Approaches in Psychotherapy Education?

Background: There is a trend towards delivering competency-based psychotherapy education in psychiatry training programmes, but many programmes are finding it difficult to meet the expanded requirements for learn- er competence in multiple modalities of psychotherapy. E-learning has been raised as a potential solution to the problem. However, there have been few studies determining if e-learning is any better than traditional learning. Aims: The objective of this study is to determine if online learning modules can enhance knowledge acquisi- tion and learner satisfaction in psychotherapy education.
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Determination Of Longevity Of Teeth In Buckets Of Loading Equipment In Coal Mines - A Case Study

Determination Of Longevity Of Teeth In Buckets Of Loading Equipment In Coal Mines - A Case Study

device was studied. The study took into account the effects of machine scale, wear surface structure of the rolls, grinding pressures and rolls speed, gap settings, feed size distribution and moisture content for a range of ores. The authors proposed a prevailing wear mechanism and a methodology for minimising wear of the grinding rolls, specific to the high pressure grinding device only. An example of a direct method, Bond (1964) and Buchi (1995) developed testing apparatus that determine rock abrasiveness in a low abrasion/medium impact mode of wear where rock abrasiveness is measured as the amount of material lost by a standard steel paddle which rotates on a shaft in a sample of loose rock particles of a certain specified size range. As can be seen from the above examples, the indirect methods of rock abrasivity assessment have the advantage of using data which is either readily available or relatively straightforward to obtain. However, they do not take into account process variables for specific modes of wear. Hence, they are normally not used in isolation, but rather in combination with direct methods, or holistic approaches, to supplement or confirm other more relevant direct measures. However, there is no universally accepted one standard test to determine the rock abrasivity although a large number of different tests are in use. All the studies about rock abrasiveness are concentrated on the amount of quartz, grain size and cementation degree of quartz, the geometry of the abrasive mineral and mechanical strength of rock.
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An Analysis of Creative Process Learning in Computer Game Activities Through Player Experiences

An Analysis of Creative Process Learning in Computer Game Activities Through Player Experiences

This research investigates the extent to which creative processes can be fostered through computer gaming. It focuses on creative components in games that have been specifically designed for educational purposes: Digital Game Based Learning (DGBL). A behavior analysis for measuring the creative potential of computer game activities and learning outcomes is described. Creative components were measured by examining task motivation and domain- relevant and creativity-relevant skill factors. The research approach applied heuristic checklists in the field of gameplay to analyze the stage of player activities involved in the performance of the task and to examine player experiences with the Player Experience of Need Satisfaction (PENS) survey. Player experiences were influenced by competency, autonomy, intuitive controls, relatedness and presence. This study examines the impact of these activities on the player experience for evaluating learning outcomes through school records. The study is designed to better understand the creative potential of people who are engaged in learning knowledge and skills during the course while playing video games. The findings show the creative potential that occurred to yield levels of creative performance within game play activities to support learning. The anticipated outcome is knowledge on how video games foster creative thinking as an overview of the Creative Potential of Learning Model (CPLN). CPLN clearly describes the interrelationships between principles of learning and creative potential, the interpretation of the results is indispensable.
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G AMIFICATION ENQUANTO FERRAMENTA DE E NGAGEMENT: A PLICAÇÃO AOS SITES DE E-L EARNING S OFIAI SABELC ARMOR EBELO

G AMIFICATION ENQUANTO FERRAMENTA DE E NGAGEMENT: A PLICAÇÃO AOS SITES DE E-L EARNING S OFIAI SABELC ARMOR EBELO

Os autores categorizam os elementos de jogo através da MDA Framework, que significa Mechanics (Mecânica), Dynamics (Dinâmica) e Aesthetics (Estética). Esta é uma abordagem formal destinada aos designers e investigadores e, tem como objetivo compreender os jogos, tentado “colmatar o gap entre o design do jogo e o desenvolvimento do mesmo, e entre a crítica e a investigação técnica do jogo ” (Hunicke et al., 2004, p.1). Os autores acreditam que “esta metodologia pode clarificar e fortalecer os processos iterativos dos que desenvolvem, estudam e investigam os jogos, tornando mais fácil a decomposição, estudo e design dos mesmo s” (Hunicke et al., 2004, p.1). Podemos subentender, então, que a MDA Framework tenta resolver uma das principais causas do falhanço das iniciativas com recurso a Gamification, a qual foi enunciada no capítulo anterior.
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Collaborative Learning Experiences for the Development of Higher-Order Thinking

Collaborative Learning Experiences for the Development of Higher-Order Thinking

Scientific literature has been highlighting the importance of pedagogical change in higher education (Fry, Ketteridge, & Marshall, 2009). However, HEI have some resistance to this change, maintaining several barriers related with the rigid structure of the curriculum, the departmental organization, the insufficient knowledge and preparation to introduce changes, and the traditional academic perspective the majority of teachers have. However, empirical research about how people learn reveals the necessity to perform a deep reflection about what students are learning, the relevance of what they learn, the essence of the knowledge and the way it is accessed and assessed.
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NEWSGAMES: tecnologia digital para difundir notícias na internet doi: http://dx.doi.org/10.5892/ruvrd.v12i1.1369

NEWSGAMES: tecnologia digital para difundir notícias na internet doi: http://dx.doi.org/10.5892/ruvrd.v12i1.1369

226 tendo alto potencial em transformar o jornalismo convencional, pouco valorizado pelos leitores 7 , em um produto atrativo, principalmente, às gerações mais jovens. Presnky (2001) já há 13 anos identificava e conceituava essa geração chamando-os de nativos digitais, que são pessoas que preferem jogos ao invés de algo mais sério; gostam de processos paralelos e ao mesmo tempo; optam por gráficos a textos; utilizam acessos randômicos como hipertextos e funcionam melhor em rede. Presnky (2001) acrescenta que “eles têm sucesso com gratificações instantâneas e recompensas frequentes”. A informação então, a partir da gamification, pode ser melhor compreendida pelo usuário, principalmente pelos nativos digitais. Murray (2003) concorda e observa os jogos também como textos que proporcionam interpretações de experiências, o que agrega mais valor à disseminação e retenção de conhecimento. Jenkins (2009) relata que o recurso imersivo dos games faz com que o público entre
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Produção de materiais didáticos hipermídia para educação a distância na formação de gestores

Produção de materiais didáticos hipermídia para educação a distância na formação de gestores

This research is a result of an applied research that aims to investigate the conceptual theoretical presuppositions necessary to create a conceptual model enough to produce hypermedia didactic material to be used to the distance teaching. To produce an interactive prototype based on press and audiovisual media it was used an experimental methodology designed by an interdisciplinary developer’s team from the science, communication and education areas. For that reason, it was created a conceptual model based on Howard Gardner Multiple Intelligence Theory (TIM). To the interactive tests it was used an authorial tool named Marker, that was developed to create interactive applying to the Interactive Digital TV – TVDI in addition to some video marker techniques. As a result, two didactic materials were produced: a didactic book and an interactive video lesson, that serve as a model to produce managers course. Some tests could proof the conceptual model has a good applicability, showing the interactive applications making possible managers access their multiple intelligence, with different ways to their learning. The validation of this model allows verify the interactivity promoted by this material giving to the learner the possibility to develop his/her potentialities to activate the most valuable minds in the future.
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Gamification: software usage ecology

Gamification: software usage ecology

Abstract: Gamification is applied in academia and industry and is being studied in the last years. Gamification is nowadays applied to several areas, such as learning, computer science, business, marketing, tourism, among others. Research performed till now suggests that its usage may improve students' and workers' motivation and increase study, productivity and sales. Nevertheless, there are many forms of implementing, according to each industry. Supported in the literature, we identified the game components, game mechanics, and game dynamics, used as part of any gamification implementation. Then, we selected some specific cases in e-learning, computer program learning, open source software development, and crowdsourcing. Finally, we list some of the main software employed in this fields, identifying also implemented features. This allowed us to find the great complexity and variety of implementations. It also enabled us to find ether practitioners or researcher use the word gamification for a broad range of approaches.
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