Gamification Design in Education: What Might Give a Sense of Play and Learning?Fiş Erümit, S.; Karakuş Yılmaz, T.
2022 "Technology, Knowledge and Learning"
doi: 10.1007/s10758-022-09604-y
The purpose of this study was to propose design elements for the use of gamification in educational settings to provide a sense of play and learning to the students. This design-based research was carried out in two implementations, in which two different graduate courses were designed using gamification. The design portion of the study was followed by an assessment, based on which a framework for gamification design was constructed. It was found that the competition-based and intriguing activities of high intrinsic interest resulted in concrete achievements, which motivated the students by giving them a sense of play. In addition, the implementations that supported learning were found to be both collaborative and individual activities that mobilized the students into active participation. In both implementations, the students reported enjoying most of the activities and lessons and found that the competitive implementations incorporating social games into the lesson topics increased their motivation. The resulting framework for the gamification design specifies recommended elements of gamification for increasing learner motivation, active participation, fun, and learning.
Affordances of Audience Response Systems: Effects of Instant and Regular FeedbackSánchez-Mora, Johanna; Tamayo, Ricardo M.; Corredor-Aristizábal, Javier
2022 Technology Knowledge and Learning
doi: 10.1007/s10758-021-09528-z
Audience Response Systems (ARS), also known as clickers, are wireless devices commonly used in instruction. The present study explored the effects of ARS on students’ performance in an introductory psychology course. The study also described the trajectories of students during the course. Participants in the experimental group used ARS to solve ten true/false questions throughout a three-hour lecture, held once a week. They received feedback immediately after providing an answer. The control group was exposed to the same questions in a paper-and-pencil format at the beginning of each lecture. They received feedback after seven days. The key dependent variable was quantitative performance on course quizzes and exams. Results show that students in the experimental group had statistically significant superior performance compared to the control group. Additionally, analysis of learning trajectories of students in both groups showed that the ARS group gradually progressed to higher performance, whereas the paper-and-pencil group maintained similar performance through the study. These results are discussed within the context of previous findings related to the effects of ARS on instruction. Particularly, we revisit research related to environmental affordances, learning monitoring, motivational factors, feedback density, and ecological validity.
Mobile Phones in Schools: With or Without you? Comparison of Students’ Anxiety Level and Class Engagement After Regular and Mobile-Free School DaysGajdics, Janka; Jagodics, Balázs
2022 "Technology, Knowledge and Learning"
doi: 10.1007/s10758-021-09539-w
Mobile phones are important for people, especially for young adults and adolescents. As people tend to form attachments to not only social partners, but inanimate targets as well, mobile devices can become important objects that provide safety and security. This could lead to separation anxiety, also known as “nomophobia”. Constant need for mobile use may result in problematic behaviors in schools, cause distraction in class, it is important to explore the students’ relationship to devices. Our study compares state anxiety level of high school students on a regular school day and on an experimental “mobile-free day”, when participants do not carry their mobile phones during classes. We hypothesized that separation from the mobiles would increase anxiety and decrease class engagement, especially in students with higher mobile attachment scores. The sample consisted of 235 secondary school students. Results of Repeated Measures ANCOVA showed that anxiety levels increased on the mobile-free school day, but class engagement was not affected by the experiment. Linear regression analysis revealed ‘Safe Haven’ mobile attachment to be a significant predictor of state anxiety on the mobile free school day. Moreover, correlation analysis revealed that mobile use habits linked to social media and instant message services were associated with higher anxiety scores on the mobile-free school day. Our results provide more insights on both use of mobile phones in learning environment and regarding school regulations of students’ device use.
Students’ Perception of Cell Phones Effect on their Academic Performance: A Latvian and a Middle Eastern University CasesZogheib, Bashar; Daniela, Linda
2022 "Technology, Knowledge and Learning"
doi: 10.1007/s10758-021-09515-4
This study is unique in its attempt to combine the Technology Acceptance Model (TAM) with external variables and the Information System Continuance Theory, in the context of mobile learning. It extends TAM with the external variables perceived mobility and perceived enjoyment. Mainly, students’ perception of cell phones effect on their academic performance is investigated. The study was conducted at two different universities—in Europe and the Middle East. Cell phone usage is analyzed from the perspective of mobile learning. The data in this study were collected from 103 students from the University of Latvia and 106 students from a Middle Eastern private American University. This study shows that there is no significant difference on how the two groups perceive the use of cell phone and their opinion of its impact on their academic performance. The obtained results are in line with the theoretical model. They show the influence of perceived enjoyment and perceived usefulness on students’ attitudes towards using cell phones. Data shows that there is a positive relationship between cell phone usage and students’ perception of its effect on their academic performance. This study reveals several interesting findings, and it is believed that this research offers the educators and administrators further insight in analysing the current effect of cell phones on students’ academic performance and the possibility of adopting mobile learning as one of the technological tools which supports technology enhanced learning.
An E-safety Framework for Secondary Schools in ZimbabweMoyo, Abel; Tsokota, Theo; Ruvinga, Caroline; Chipfumbu Kangara, Colletor T.
2022 "Technology, Knowledge and Learning"
doi: 10.1007/s10758-021-09545-y
Use of Information and Communication Technologies (ICTs) offers extraordinary opportunities for society, particularly in the education sector. Many schools in Zimbabwe are now allowing the use of ICTs devices by learners in order to access the Internet and share educational material. However, there is considerable evidence that through use of ICTs, learners will be exposed to different ICTs risks. Learners using ICTs may face Internet and social media related risks which may expose them to inappropriate content, communicating and meeting strangers, cyberbullying, ICTs addiction and cyber-harassment. Sadly, most parents, teachers and learners do not have knowledge and expertise to mitigate these ICTs risks. As such, this research aims to develop an Electronic Safety (E-Safety) framework for Secondary Schools in Zimbabwe that teaches and safeguards learners from ICTs related risks. Researchers used a qualitative research method to gather information on the use of ICTs, risks faced by learners and how these risks can be mitigated. A case study of two secondary schools in Zvishavane District (Zimbabwe) was used. Data was collected using face-to-face interviews and questionnaires from learners. Data from teachers, parents and officials from Ministry of Primary and Secondary Education, Child Protection Services and Ministry of Information Communication and Technology, Postal and Courier Services was collected using face to face interviews. Collected data was analysed using thematic analysis. A framework was then designed by researchers based on the results from the thematic analysis and reviewed by two experts.
Modelling the Effect of TPACK and Computational Thinking on Classroom Management in Technology Enriched CoursesSaritepeci, Mustafa
2022 "Technology, Knowledge and Learning"
doi: 10.1007/s10758-021-09529-y
One of the fundamental obstacles associated with technology integration into educational settings is classroom management problems. In this sense, it is important to delve into the crucial factors playing key role in classroom management in ICT assisted courses. In this study, the relationship between classroom management in technology-enriched courses, computational thinking (CT) and technological pedagogical content knowledge (TPACK) was investigated. In this study, in which the relational screening research model was used, a total of 125 volunteer teachers participated. Three instruments were used for data collection in this research and the obtained data were analyzed by Partial Least Squares Structural Equation Model. The findings show that the relative effect of TPACK and CT on classroom management is significant. Additionally, it has been found that CT has a significant impact on TPACK level.
Teachers’ Skills and Knowledge in Mathematics Education for Braille Readersvan Leendert, Annemiek; Doorman, Michiel; Drijvers, Paul; Pel, Johan; van der Steen, Johannes
2022 "Technology, Knowledge and Learning"
doi: 10.1007/s10758-021-09525-2
Braille readers use a braille display and text-to-speech synthesizer while reading and comprehending mathematical expressions and equations. Teachers need to have technological, pedagogical and content (TPACK) knowledge and skills for exploiting the potential of these devices in mathematics education. They have to understand how the use of assistive technology influences the teaching and learning of mathematics. Therefore, the aim of the current study is to support teachers to better understand the dynamic relation between the different TPACK domains. That is why a professional development course was developed in which five mathematics teachers of braille readers in special secondary education participated. The development of the teachers’ TPACK knowledge was analyzed, and course characteristics that helped to develop this knowledge were identified. The results show an increased awareness of the importance of assistive devices, but only a small positive effect in TPACK knowledge and skills. Course activities related to the braille display, the mathematical braille notation and mathematical vocabulary helped to develop TPACK knowledge. However, course activities related to the text-to-speech synthesizer and working in heterogeneous groups did not work out so well. A better understanding of what teaching mathematics to braille readers means is expected to improve their learning.
Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research MethodsGuillén-Gámez, Francisco. D.; Cabero-Almenara, Julio; Llorente-Cejudo, Carmen; Palacios-Rodríguez, Antonio
2022 "Technology, Knowledge and Learning"
doi: 10.1007/s10758-021-09531-4
This study compares the level of digital competence of Spanish higher education teachers in the use of three types of ICT resources in the classroom: digital tools to consume information, digital tools to produce information, and emerging technologies. To measure the level of competence, the validated DigCompEdu Check-In instrument with an ex post facto design is used. The sample consists of 2180 university teachers from Andalusia (Spain) working in different areas of knowledge: Arts and Humanities, Sciences, Health Sciences, Engineering and Architecture, Social and Legal Sciences; and classified into three levels of teaching experience: between 0–5 years, 6–14 years, and 15 years or more. The results show that teachers with 15 or more years of experience represent the group with the most significant differences in regard to their level of digital competence when comparing the use of the three types of ICT resources; furthermore, the results were similar for all areas of knowledge. In addition, the visualization or creation of videos, as well as the visualization or creation of posters and concept maps, are the resources that were found to be most significant for the three levels of experience. For each specific area, it is recommended that each of their results is analysed in detail. Finally, further research is recommended to validate these preliminary findings in each of the knowledge areas.