Capturing potential impact of challenge-based gamification on gamified quizzing in the classroom.
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ABSTRACT:
SUBMITTER: Anunpattana P
PROVIDER: S-EPMC8715305 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:This study investigates whether introducing simple cognitive interventions that are known to enhance learning in laboratory studies can be transferred to classroom settings. In an introductory psychology class, students were provided with a brief advance quiz on the topic covered in each particular lecture. In case they did not attend class, they still had the opportunity to fill it out at home. The interventions were offered on a voluntary basis and the students were given the opportunity to obtain an extra point towards the final exam by reviewing the key points of each lecture on a regular basis. The results indicate that both advance quizzing and review enhanced the grades on the final examination. Although it is likely that individual differences also contribute to learning outcomes, these effects were specific for the particular course and independent from class attendance. The results indicate that transfer of simple cognitive interventions from laboratory to classroom settings is feasible. They also indicate that these interventions can be effectively implemented into the lectures to boost student learning.
| S-EPMC5605652 | biostudies-literature
Project description:BackgroundThe proportion of smokers making quit attempts and the proportion of smokers successfully quitting have been decreasing over the past few years. Previous studies have shown that smokers with high self-efficacy and motivation to quit have an increased likelihood of quitting and staying quit. Consequently, further research on strategies that can improve the self-efficacy and motivation of smokers seeking to quit could lead to substantially higher cessation rates. Some studies have found that gamification can positively impact the cognitive components of behavioral change, including self-efficacy and motivation. However, the impact of gamification in the context of smoking cessation and mobile health has been sparsely investigated.ObjectiveThis study aims to examine the association between perceived usefulness, perceived ease of use, and frequency of use of gamification features embedded in smoking cessation apps on self-efficacy and motivation to quit smoking.MethodsParticipants were assigned to use 1 of the 2 mobile apps for a duration of 4 weeks. App-based questionnaires were provided to participants before app use and 2 weeks and 4 weeks after they started using the app. Gamification was quantitatively operationalized based on the Cugelman gamification framework and concepts from the technology acceptance model. The mean values of perceived frequency, ease of use, and usefulness of gamification features were calculated at midstudy and end-study. Two linear regression models were used to investigate the impact of gamification on self-efficacy and motivation to quit.ResultsA total of 116 participants completed the study. The mean self-efficacy increased from 37.38 (SD 13.3) to 42.47 (SD 11.5) points and motivation to quit increased from 5.94 (SD 1.4) to 6.32 (SD 1.7) points after app use. Goal setting was perceived to be the most useful gamification feature, whereas sharing was perceived to be the least useful. Participants self-reported that they used the progress dashboards the most often, whereas they used the sharing feature the least often. The average perceived frequency of gamification features was statistically significantly associated with change in self-efficacy (β=3.35; 95% CI 0.31-6.40) and change in motivation to quit (β=.54; 95% CI 0.15-0.94) between baseline and end-study.ConclusionsGamification embedded in mobile apps can have positive effects on self-efficacy and motivation to quit smoking. The findings of this study can provide important insights for tobacco control policy makers, mobile app developers, and smokers seeking to quit.
| S-EPMC8114162 | biostudies-literature
Project description:In this paper, we present the results of a case study conducted to validate the effectiveness of our gamification analytics model for teachers proposed in [20]. To conduct this case study, we developed a tool to monitor and adapt gamification designs in gamified adaptive educational systems. Employing this tool, the case study was conducted in a real situation, and the findings suggest that the use of our model and tool improves students’ engagement, learning outcomes, and motivation.
| S-EPMC7334680 | biostudies-literature
Project description:IntroductionOnline multiple-choice question (MCQ) quizzes are popular in medical education due to their ease of access and ability for test-enhanced learning. However, a general lack of motivation among students often results in decreasing usage over time. We aim to address this limitation by developing Telegram Education for Surgical Learning and Application Gamified (TESLA-G), an online platform for surgical education that incorporates game elements into conventional MCQ quizzes.Methods and analysisThis online, pilot randomised control trial will be conducted over 2 weeks. Fifty full-time undergraduate medical students from a medical school in Singapore will be recruited and randomised into an intervention group (TESLA-G) and an active control group (non-gamified quizzing platform) with a 1:1 allocation ratio, stratified by year of study.We will evaluate TESLA-G in the area of endocrine surgery education. Our platform is designed based on Bloom's taxonomy of learning domains: questions are created in blocks of five questions per endocrine surgery topic, with each question corresponding to one level on Bloom's taxonomy. This structure promotes mastery while boosting student engagement and motivation. All questions are created by two board-certified general surgeons and one endocrinologist, and validated by the research team. The feasibility of this pilot study will be determined quantitatively by participant enrolment, participant retention and degree of completion of the quizzes. The acceptability of the intervention will be assessed quantitatively by a postintervention learner satisfaction survey consisting of a system satisfaction questionnaire and a content satisfaction questionnaire. The improvement of surgical knowledge will be assessed by comparing the scores of preintervention and postintervention knowledge tests, which consist of separately created questions on endocrine surgery. Retention of surgical knowledge will be measured using a follow-up knowledge test administered 2 weeks postintervention. Finally, qualitative feedback from participants regarding their experience will be obtained and thematically analysed.Ethics and disseminationThis research is approved by Singapore Nanyang Technological University (NTU) Institutional Review Boards (Reference Number: IRB-2021-732). All participants will be expected to read and sign a letter of informed consent before they are considered as recruited into the study. This study poses minimal risk to participants. Study results will be published in peer-reviewed open-access journals and presented in conference presentations.Trial registration numberNCT05520671.
| S-EPMC10410996 | biostudies-literature
Project description:Recent years have witnessed the arrival of new methodological horizons in teacher training. Technological resources and mobile connections play a major role in these studies. At the same time, there is a focus on play to increase commitment and motivation. It is in this context that gamification and flipped-classroom strategies have arisen. This paper presents the results of a training program with future Primary Education teachers using gamification and flipped-classroom strategies and techniques. The aim was that teachers in training acquire competences in proposing innovative teaching units. The learning achieved through the program was evaluated by collecting perceptions via a questionnaire and using an observation scale of the didactic units designed. The program was implemented in four classroom groups (N = 210) at the University of Murcia (Spain). Descriptive statistics are shown; mean tests (t of Student and ANOVA of one factor); non-parametric tests (U-Mann Whitney test); and Pearson correlations between subscales. The data show a very positive assessment of the learning achieved and the strategies applied in the training program. The learning outcomes were satisfactory, although lower than perceived. Some differences between class groups and gender are discussed, and some weaknesses of the program are pointed out.
| S-EPMC7365436 | biostudies-literature
Project description:BackgroundFlipped learning excessively boosts the conceptual understanding of students through the reversed arrangement of pre-learning and in classroom learning events and challenges students to independently achieve learning objectives. Using a gamification method in flipped classrooms can help students stay motivated and achieve their goals. METHODS: This study adopted a randomized controlled study design with a pre-test and post-test and involved 128 nursing students at Mansoura University. This study randomly divided the students into the study and control groups. Data were collected at three time points using six tools. In the intervention group, Moodle was gamified for 6 weeks. RESULTS: A significant difference in the students' self-confidence (p = 0.021), skills knowledge (p < 0.001), intensity of preparation (p < 0.001), and motivation (p < 0.001) was observed between the two groups; however, no difference in the students' skills performance (p = 0.163) was observed between the two groups after using gamified flipped classrooms.ConclusionsCompared with the traditional flipped classrooms, gamified flipped classrooms improved nursing students' motivation, intensity of preparation, skills knowledge, and self-confidence during laboratory clinical practice. Thus, gamification is a learning approach that can be implemented in conjunction with the flipped classroom model to motivate students to participate in the learning process.Trial registrationProspectively registered with ClinicalTrials.gov on 26/04/2021; registration number NCT04859192.
| S-EPMC9670406 | biostudies-literature
Project description: Not available
| S-EPMC11020503 | biostudies-literature
Project description:The HealthLit4Kids program aims to build health literacy in a participatory and contextually relevant way. Whole-of-school and curriculum strategies aim to empower and build capacity to make informed health choices amongst students, teachers, parents, and their local community. The aim of this study was to evaluate the HealthLit4Kids program from the perspective of parents, using a Self-Determination Theory framework. This is one component within a larger evaluation of the program. Parents at four Australian primary schools were interviewed post-program. Qualitative data collected through parent interviews were analyzed thematically to identify themes, and coding checks were completed by experienced qualitative researchers. The three key themes identified were student engagement, behaviour change, and parent engagement. Findings also indicated that parents placed a high value on effective communication from schools and raised a range of health areas such as food and nutrition, physical activity, and mental health with the interviewer. Parent opinions of the HealthLit4Kids program were positive, with many reporting a perceived increase in their children's ability to understand, communicate and act on health-related knowledge at home. The HealthLit4Kids program requires further research to determine its viability as an optimal pedagogical strategy for the health literacy development of primary school-aged children.
| S-EPMC7068415 | biostudies-literature
Project description:Existing empirical research has demonstrated the positive effects of flipping the classroom to improve student motivation and achievement by flipping in-class learning content to pre-class. However, the flipped classroom approach requires that students be engaged and motivated in the pre-class stage to ensure that the in-class learning activities run smoothly. Previous studies have highlighted the difficulties that students often encounter when trying to learn Chinese characters in Chinese language classes, especially those who are in the early stages of learning the language. Therefore, in this study, a gamified interactive e-book was developed and used in a flipped classroom for Chinese character learning. To evaluate the effectiveness of this approach, a pre-test and post-test control group experimental design was used. The participants were 90 s-grade students from a public primary school in Zhengzhou, China, who were randomly assigned to two experimental groups and one control group: the students who used a gamified interactive e-book in a Chinese character learning flipped classroom (GIEFC group), the students who used a traditional flipped classroom (TFC group), and the students who used a traditional teaching classroom (TTC group). The experimental results indicated that students in the GIEFC group scored higher than those in the TFC and TTC groups in terms of learning achievements and motivation. In addition, the experimental results also demonstrated the positive effects of gamified interactive e-books in flipped classroom learning. Future research could explore a variety of different types of game elements as well as the extension of research to other subjects.
| S-EPMC10438992 | biostudies-literature
Project description:BackgroundPostgraduate training is a period in which residents develop both their medical competency and their professional identity in an environment of apprenticeship. As situated learning suggests, a critical dimension of such apprenticeship is the mode through which trainees can legitimately participate in the practice before they become experts, in this case physicians. One source of barriers to participation is cultural difference between learner and the clinical environment.ObjectiveTo assess the extent cultural differences create barriers for residents, particularly but not exclusively for international medical graduates (IMGs).MethodsIn 2014-15 a questionnaire was developed with subscales assessing areas such as sense of hierarchy, individuality versus teamwork, and risk tolerance. We refined the instrument by subjecting it to a review panel of experts in postgraduate education followed by "think aloud" sessions with residents.ResultsPiloting this instrument yielded a Cronbach's alpha of 0.675. When administered to a larger group of residents and faculty representing many specialties, the Impact of Cultural Differences on Residency Experiences (ICDRE) questionnaire revealed a few items for which the Canadian Medical Graduates and International Medical Graduates differed in their mean opinion. The groups were not substantially different overall, but we did observe an interesting diversity of cultural beliefs within each group.ConclusionsWe suggest that the ICDRE may be useful in identifying beliefs which may present challenges to an individual resident or in capturing trends in a resident population so that a specialty program can address the trends proactively. The instrument also provides language with which to anchor preceptors' evaluations of residents' professionalism and may serve as an interventional coaching tool.
| S-EPMC7890890 | biostudies-literature