ABSTRACT
The advent of globalisation brought about by advances in information and communication technology has triggered major changes in the way people work, live and study. The modern teaching endeavour must meet the needs of a fundamentally changing learning environment and student cohorts, while preserving delivered knowledge quality in order to meet the required learning objectives. Flexible teaching (distance/online, intensive mode, afternoon classes etc.), online resources and tools, teachers with industry experience and especially new teaching models matching the new cohorts profile requirements can provide a solid platform for a new paradigm in the higher education domain.
This research has investigated how a customised application of 'gamification' (taking game-based elements and applying them in non-gaming contexts) to higher education can improve the learning and teaching experience and student engagement and thus help towards reducing student attrition. Gamification of the educational endeavour has been studied in the past; however, in this study it is applied within a novel iterative and combined Action Research, Experiential Action Learning, Plan, Implement, Review, Improve and Plan, Do, Study, Act approach that attempts to make contributions to both learning and teaching theory and practice.
- Bovill, C., K. Morss, and C. Bulley, Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review. Pedagogical Research in Maximising Education, 2009. 3(2).Google Scholar
- Angelino, L. M., F. K. Williams, and D. Natvig, Strategies to Engage Online Students and Reduce Attrition Rates. The Journal of Educators Online, 2007. 4(2): p. 1--14.Google Scholar
- Torenbeek, M., E. Jansen, and A. Hofman, The effect of the fit between secondary and university education on first-year student achievement. Studies in Higher Education, 2010. 35(6): p. 659--675.Google Scholar
- AQF Council. Australian Qualifications Framework. 2013; Available from: http://www.aqf.edu.au/Portals/0/Documents/2013%20docs/AQF%202nd%20Edition%20January%202013.pdf.Google Scholar
- Deterding, S., et al., From game design elements to gamefulness: defining "gamification", in MindTrek. 2011: Tampere, Finland. p. 9--15. Google ScholarDigital Library
- Kolb, D., Experiential Learning. 1984, Englewood Cliffs, N.J.: Prentice-Hall.Google Scholar
- Deming, W. E., Out of the Crisis. 1986: MIT Center for Advanced Engineering Study.Google Scholar
- Noran, O., 'Gamified' Action Learning Environments: Case Studies and Reflections. Master Thesis 2013.Google Scholar
- DeLoitte. Gamification goes to work: Moving beyond points, badges, and leaderboards 2013 {cited 2013 Jun}; Available from: https://documents.deloitte.com/techtrends2013.Google Scholar
- Björk, S. and J. Holopainen, Patterns in Game Design. 2004: Charles River Media.Google Scholar
- Adams, E., Fundamentals of Game Design 2nd ed. 2009, Thousand Oaks, CA: New Riders Publishing. Google ScholarDigital Library
- Schell, J., The Art of Game Design: A book of lenses. 2008: CRC Press. Google ScholarDigital Library
- Marczewski, A., Foreword, in Gamification: A Simple Introduction & a Bit More. 2012, e-Book. p. 46.Google Scholar
- Erenli, K. The impact of gamification: a recommendation of scenarios for education. in Interactive Collaborative Learning (ICL). 2012. Villach, Austria.Google Scholar
- Kapp, K., The gamification of learning and instruction: game-based methods and strategies for training and education. 2012, San Francisco: John Wiley & Sons. Google ScholarDigital Library
- Van Grove, J. Gamification: How Competition Is Reinventing Business, Marketing & Everyday Life. 2011.Google Scholar
- Jenkins, H., B. Camper, and A. Chisholm, From Serious Games to Serious Gaming, in Serious Games: Mechanisms and Effects, U. Ritterfeld, M. Cody, and P. Vorderer, Editors. 2009, Routledge: London. p. 448--468.Google Scholar
- Wilde, T. Valve rolls out "Steam for Schools" to teach math and physics lessons with Portal 2 PC Gamer, 2012.Google Scholar
- Valve Software. Teach with Portals. 2011 {cited 2015 August}; Available from: http://www.teachwithportals.com/.Google Scholar
- Klopfer, E., S. Osterweil, and S. K. Moving learning games forward: The education arcade. 2009; Available from: http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf.Google Scholar
- Ritterfeld, U., M. Cody, and P. Vorderer, Serious Games: Mechanisms and Effects. 2009, London: Routledge.Google Scholar
- Hamari, J. and V. Eranti, Framework for Designing and Evaluating Game Achievements, in Think Design Play: 5th International Conference of the Digital Research Association (DIGRA)2011: Utrecht, Netherlands.Google Scholar
- Muntean, C. Raising engagement in e-learning through gamification. in The 6th International Conference on Virtual Learning (ICVL 2011). 2011. Cluj-Napoca, Romania.Google Scholar
- Robertson, M. Can't play, won't play. 2010; Available from: http://www.hideandseek.net/2010/10/06/cant-play-wont-play//.Google Scholar
- Slavin, K. In a World Filled With Sloppy Thinking. 2011 {cited 2013 June}; Available from: http://slavin.tumblr.com/post/6353625142/in-a-world-filled-with-sloppy-thinking-this.Google Scholar
- Salen, K. and E. Zimmerman, Rules of play - game design fundamentals, ed. T. M. PRess. 2004, Cambridge. Google ScholarDigital Library
- Yolton, M. Gamification: much more than just fun and games. 2013.Google Scholar
- Schacht, M. and S. Schacht, Start the game: Increasing user experience of enterprise systems following a gamification mechanism, in Software for People: Fundamentals, Trends and Best Practices, Maedche et. al, Editor. 2012, Springer Verlag: Berlin.Google Scholar
- Zichermann, G., My Take on Gamification, in Gamification goes to work: Moving beyond points, badges, and leaderboards 2013, DeLoitte.Google Scholar
- Rogers, E. M., Diffusion of innovations. 2003, New York: Free Press.Google Scholar
- Nulty, D., The adequacy of response rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 2008: p. 1--13.Google Scholar
- Nulty, D., Workshop 6 - Innovation and Evaluation, in 7014GIH: Curriculum Design, Innovation, Assessment and Evaluation -- Innovation and Evaluation. 2011, Griffith University.Google Scholar
- Yorke, M., 'Student experience' surveys: some methodological considerations and an empirical investigation. Assessment & Evaluation in Higher Education, 2008. 34(6): p. 721--730.Google Scholar
- Glover, D. and D. Miller, Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school. Journal of Information Technol for Teach Educ, 2001. 10: p. 257--278.Google Scholar
- Smith, H., et al., Interactive whiteboards: boon or bandwagon? A critical review of the literature. J Comput Assist Learn, 2005. 21: p. 91--101.Google Scholar
- Sadler, D. R., Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 2009. 34(2): p. 159--179.Google Scholar
- Malone, T. and M. Lepper, Making learning fun: A taxonomy of intrinsic motivation for learning, in Aptitude learning, and instruction, R. E. Snow and M. J. Farr, Editors. 1987, Lawrence Erlbaum Associates: London.Google Scholar
- Salen, K. and E. Zimmerman, Rules of play - game design fundamentals. 2004, Cambridge: The MIT Press. Google ScholarDigital Library
- Johnson, D. W. and R. Johnson, Conflict resolution, peer mediation and peacemaking, in Handbook of classroom management., C. M. Evertson and C. S. Weinstein, Editors. 2006, Lawrence Erlbaum Associates: Mahwah, NJ. p. 803--832.Google Scholar
- Shindler, J., Transformative Classroom Management: Positive Strategies to Engage All Students and Promote a Psychology of Success. 2009: Jossey-Bass.Google Scholar
- Thorndike, E., Animal Intelligence: An Experimental Study of the Associative Processes in Animals, in Psychological Review, Monograph Supplements. 1898, MacMillan: New York.Google Scholar
- Boud, D., HERDSA Green Guide No 5. Implementing student self-assessment. 2nd ed. Vol. The Higher Education Research and Development Society of Australasia (HERDSA). 1991, Campbelltown.Google Scholar
- Black, P. and D. William, Assessment and classroom learning. Assessment in Education, 1998. 5(1): p. 7--74.Google Scholar
- Chickering, A. W. and Z. F. Gamson, Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 1987: p. 3--7.Google Scholar
- Newell, A. and H. A. Simon, Human Problem Solving, ed. Engelwood-Cliffs. 1972, Engelwood Cliffs, N.J.: Prentice Hall. Google ScholarDigital Library
- Newstead, S. E., The Use of Examinations in the Assessment of Psychology Students. Phsychology Teaching Review, 1992. 1(1): p. 22--23.Google Scholar
- Booth, M. Replayable Cooperative Game Design: Left 4 Dead. 2009.Google Scholar
- Russell, J. A., A circumplex model of affect. Journal of Personality and Social Psychology, 1980. 39: p. 1161--1178.Google Scholar
- Breckon, N. Valve Announces Steam Cloud; Online Network to Store Saved Games Indefinitely. Shacknews, 2008.Google Scholar
- Griffith University. Principles to Promote Excellence in Learning and Teaching Practices at Griffith University. 2010 {cited 2012 August}; Available from: http://www.griffith.edu.au/__data/assets/pdf_file/0006/120201/PrinciplesLandT.pdf.Google Scholar
- Abrami, P. C., S. d'Apollonia, and P. A. Cohen, Validity of Student Ratings of Instruction: What We Know and What We Do Not. Journal of Educational Phsychology, 1990. 82(2): p. 219--231.Google Scholar
- Smith, C., Building effectiveness in teaching through targeted evaluation and response: connecting evaluation to teaching improvement in higher education. Assessment & Evaluation in Higher Education, 2008. 33(5): p. 517--533.Google Scholar
- Pask, G., Conversation, cognition and learning. 1975, New York: Elsevier.Google Scholar
- Ramsden, P., Ways of understanding teaching (Chapter 2), in Learning and Teaching in Higher Education, P. Ramsden, Editor. 2003, Routledge Falmer: London. p. 19--38.Google Scholar
- Edgerton, R., P. Hutchings, and K. Quinlan, The Teaching Portfolio: capturing the scholarship in teaching. American Association for Higher Edutation. 1991: Stylus Publishing.Google Scholar
- Hejmadi, M. V., Improving the Effectiveness and Efficiency of Teaching Large Classes: Development and Evaluation of a Novel e-Resource in Cancer Biology. Bioscience Education Journal, 2007. 9.Google Scholar
- Palmer, P. J., The heart of a teacher, in The courage to teach: Exploring the inner landscape of a teacher's life. 1998, Jossey Bass: San Francisco. p. 9--33.Google Scholar
- Kember, A Reconceptualisation of the Research into University Academics' Conceptions of Teaching. Learning and Instruction, 1997. 7(3): p. 255--275.Google Scholar
- Hodgson, V., Lectures and the experience of relevance, in The experience of learning: implications for teaching and studying in higher education, F. Marton, D. Hounsell, and N. J. Entwistle, Editors. 1997, Scottish Academic Press: Edinburgh. p. 159--171.Google Scholar
- Knight, P. The assessment of 'wicked' competences. 2006; Available from: http://www.open.ac.uk/cetl-workspace/cetlcontent/documents/460d21bd645f8.pdf.Google Scholar
- Paul, R. W. and L. Elder, Critical Thinking: Basic Theory and Instructional Structures Handbook. 2nd ed. 2000: Foundation for Critical Thinking.Google Scholar
- Leinhardt, G., K. McCarthy Young, and J. Merriman, Integrating professional knowledge: the theory of practice and the practice of theory. Learning and Instruction:, 1995. 5.Google Scholar
- Larkin-Hein, T. and D. Budny, Research on Learning Style: Applications in the Physics and Engineering Classrooms. IEEE Transactions on Education, 2001. 44(3): p. 276--281. Google ScholarDigital Library
- Biggs, J. and K. Collis, Evaluating the Quality of Learning: the SOLO taxonomy. 1992, New York: Academic Press.Google Scholar
- Bloom, B. S., Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. 1956, New York: David McKay Co Inc.Google Scholar
- Perry, R. P., Perceived Control in College Students: Implications for Instruction in Higher Education, in Effective Teaching in Higher Education: Research and Practice, R. P. Perry and S. J. C., Editors. 1997, Agathon: New York.Google Scholar
- Ramsden, P., Approaches to Learning (Chapter 4), in Learning and Teaching in Higher Education, P. Ramsden, Editor. 2003, Routledge Falmer: London. p. 39--61.Google Scholar
- Biggs, J., Teaching For Quality Learning at University: What the Student Does (Society for Research into Higher Education). 2003: Open University Press.Google Scholar
Recommendations
Pre-service teachers’ perception of active learning methodologies in history: Flipped classroom and gamification in an e-learning environment
AbstractThe scientific literature reveals the impact of applying game-based videos and gamification on undergraduates' learning. This work proposes, within an online context, using these educational strategies to make students the active protagonists of ...
A mobile gamification learning system for improving the learning motivation and achievements
This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context-aware mobile learning environment, and explains the effects on motivation and student learning. A series of ...
Kahoot! gamification improves learning outcomes in problem-based learning classroom
ICMET 2021: 2021 3rd International Conference on Modern Educational TechnologyProblem-based learning (PBL) has been one of the teaching methods used to develop the 21st century skills for new generation of the students. In this study, gamification using Kahoot! application was adopted as part of the PBL in Pharmacotherapeutics I ...
Comments