Helping Teachers Assist Their Students in Gamified Adaptive Educational Systems: Towards a Gamification Analytics Tool
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SUBMITTER: Bittencourt I
PROVIDER: S-EPMC7334680 | biostudies-literature | 2020 Jun
REPOSITORIES: biostudies-literature
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Project description:Despite the positive outcomes obtained through the application of gamification in the technology-enhanced learning context, previous studies have also reported unexpected results concerning students’ engagement, learning outcomes, and motivation in gamified learning systems. To increase the chances of obtaining positive results in this context, this article proposes a “gamification analytics model for teachers”. In this model, teachers are allowed to define interaction goals, monitor students’ interaction with the system’ learning resources and the gamification elements, and adapt the gamification design through missions to motivate disengaged students to achieve the interaction goals defined. However, the gamification analytics model-based design concepts that will be implemented to support the learning process should be well-planned to teachers’ needs. Hence, one of the contributions of this paper is the validation of twenty design concepts based on the gamification analytics model for teachers by using the speed dating method. Our results suggest that teachers judged useful/relevant visualize students’ interaction with gamification elements such as missions, levels to help them understand the students’ status, but did not evaluate the visualization of the interaction of students with trophies relevant. Teachers also highly evaluated the creation of personalized missions for a student or a specific group as relevant to help demotivated students to engage and achieve the desired goals. Therefore, this study provides some relevant insights to guide the design and re-design of gamified adaptive learning systems.
| S-EPMC7334171 | biostudies-literature
Project description:Challenges in education have continuously been addressed by integrating gamification, but a gap remains for game design principles that support user engagement. This paper outlines results obtained from integrating challenge-based gamification into an elementary school classroom to examine the emergence of student engagement and learning-related behavior. The approach was applied to logical puzzle quizzes where different gamification adjustments were captured and examined using physics' analogy (called the motion in mind concept). The structural experiment, with a mixed methods design, was designed around the notion of time pressure and the difficulty of gamifying the quizzing experience. This model was constructed to validate and expand the quantitative findings (motion in mind model) by including qualitative explorations (thematic analysis). The results revealed the potential synthesis of motion in mind and flow theory, and its relationships to engagement and learning were identified as a new conceptual scheme.
| S-EPMC8715305 | biostudies-literature
Project description:BackgroundMedical educators seek innovative ways to engage learners efficiently and effectively. Gamification has been explored as one way to accomplish this feat; however, questions remain about which contexts gamification would be most useful. Time constraints and student interest present major barriers for teaching laboratory medicine to students. This study aims to compare two versions of an interactive online module, one gamified and one not, for teaching laboratory medicine concepts to pre-clinical medical students.MethodsFirst-year medical students reviewed either a gamified or non-gamified version of an interactive online module in preparation for an in-person flipped classroom session on Laboratory Medicine. Learning theory guided the design of the modules and both contained identical content, objectives, and structure. The "gamified" module included the additional elements of personalization, progress meters, points, badges, and story/role play. After reviewing the module, students completed an anonymous knowledge check and optional survey.ResultsOne hundred seventy-one students completed the post module knowledge check as assigned (82 gamified, 89 non-gamified). Knowledge check scores were higher for the students who reviewed the gamified module (p < 0.02), corresponding to an effect size of 0.4 for the gamified module. Eighty-one students completed optional post-module surveys (46 gamified, 35 non-gamified). Instructional efficiency was calculated using task difficulty questions and knowledge check scores, and the resulting instructional efficiency was higher for the gamified module. There was no significant difference in the student-reported time required to complete the modules. Additionally, both versions of the module were well received and led to positive ratings related to motivation and confidence. Finally, examination of open-ended survey results suggested that the addition of game elements added value to the gamified module and enhanced engagement and enjoyment.ConclusionsIn this setting, the addition of gamification to an interactive online module enhanced learning outcome, instructional efficiency, student engagement and enjoyment. These results should inspire further exploration of gamification for teaching Laboratory Medicine concepts to pre-clinical medical students.
| S-EPMC10720092 | biostudies-literature
Project description:Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools.Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively.Four teacher attributes-age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities.The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.
| S-EPMC4552744 | biostudies-other
Project description:Previous research shows that there is a correlation between attitudes and academic achievement. In this article, we analyze for the first time the impact of interactive groups (IG) and dialogic literary gatherings (DLG) on the attitudes that students show towards learning. A quantitative approach has been performed using attitude tests validated by previous research. The data suggest that in both cases, the participants show positive attitudes. The social context has an important influence on students' attitudes. The items with higher correlations include group work, mutual support, and distributed cognition. In the case of IGs, group work is much more appreciated, while in the case of DLGs, self-image and self-confidence are the two most clearly valued attitudes. The positive impact of IGs and DLGs on students' attitudes may have potential for teachers in transforming their practices and decision-making within the classroom.
| S-EPMC7549835 | biostudies-literature
Project description:This paper reports data about the learning performance of students using four different motivational tools: an educational game, a gamified plugin, a social networking website and a gamified social networking website. It also reports a control group. The data pertain to 379 students of an undergraduate course that covers basic Information and Communication Technology (ICT) skills in Spain. Data corresponds to different learning modules of the European Computer Driving License (ECDL) initiative. The data include variables of four pre-test scores, four post-test scores and a final examination. It was gathered using a quasi-experimental research design during 2014. Data reported here refers to the research paper in (de-Marcos et al., 2016) [1].
| S-EPMC5310199 | biostudies-literature
Project description:Human-dog interactions have a positive effect on human sociality and health. The relationship with dogs helps humans to cope with stress during an emotionally challenging period, such as the COVID-19 pandemic. During this period, a growing global interest in pets has been registered, including the volunteering for shelter/stray dog protection. However, a considerable increase of human dysfunctional interventions toward dogs has been observed in Southern Italy. In this study, we investigated the psychological characteristics of humans volunteering at animal shelter or engaged in stray dog protection. The effect of psychological training and education about dog ethological needs on volunteers' helping behavior was also analyzed. We report that the intervention can improve volunteers' physiological features and, consequently, may enhance human management and dog welfare.
| S-EPMC8953770 | biostudies-literature
Project description:BackgroundFew studies regarding Knowledge, Attitude and Practice (KAP) towards medicines among school teachers have been carried out in Nepal. Obtaining baseline KAP is important to note deficiencies and plan appropriate interventions. School teachers have to know about medicines as they can be an important source of information about rational and safe use of medicines. The department of Clinical Pharmacology, KIST Medical College, Lalitpur, conducted a study regarding KAP of school teachers about medicines before and after an educational intervention from April 2011 to December 2011.MethodsThe study was done in selected schools of Lalitpur district. Teachers were selected on a voluntary basis after obtaining written informed consent. Gender, ethnic or caste group, native place, age, educational qualifications, subject taught were noted. An educational intervention using a combination of methods like presentations, brainstorming sessions, interactive discussions using posters and distribution of information leaflets about the use of medicines was conducted. The KAP and overall scores among subgroups according to gender, age, level of education, subject, ethnicity, type of school (primary vs. secondary and government vs. private school) were studied. KAP and overall scores before and after the intervention was compared using Wilcoxon signed ranks test as the scores were not normally distributed.ResultsA total of 393 teachers participated before and after the intervention. The median (interquartile range) knowledge, attitude and practice scores before the intervention were 63 (10), 23 (5) and 270 (48) respectively while the overall score was 356. The median knowledge, attitude and practice scores after the intervention were 71 (10), 28 (5) and 270 (48) respectively while the overall score increased to 369. Maximum possible score of knowledge, attitude and practice were 100, 40 and 320 respectively. Scores improved significantly for knowledge (p<0.001), attitude (p<0.001) and total scores (p<0.001) but not for practice (p=0.528).ConclusionThe intervention was effective in improving knowledge and attitude of the teachers. More studies among school teachers about their knowledge, attitude and practice about medicines are required in Nepal.
| S-EPMC3744160 | biostudies-literature
Project description: Not available
| S-EPMC10712719 | biostudies-literature
Project description:BackgroundEffective mentoring is an important component of medical student professional development. We provide a description of the mentoring program at our institution.MethodsOur institution UTHSCSA implemented a student-advising program (Veritas) with clinical faculty mentors and senior students (MiMs). The MiMs provided vertical peer mentoring to more junior students as an adjunct to faculty advising. The MiMs lead small group discussions that foster camaraderie, share academic and career information and promote professional identity. An optional MiM elective more intensively develops mentorship and leadership skills through a formal curriculum. The authors used annual survey data of all students as well as student mentors to evaluate program effectiveness.ResultsOverall, student perception of the program improved each year across multiple domains, including feeling more prepared, supported and satisfied with their overall experience in medical school. Student mentors also found the process rewarding and helpful to their future careers as physicians.ConclusionsThe authors suggest implementing a vertical peer-mentoring program can be an effective adjunct to faculty mentoring.
| S-EPMC5414204 | biostudies-literature