Gamification as a New Format of Projects Method in Blended Learning Conditions Studying Disciplines of the Pedagogical Cycle
DOI:
https://doi.org/10.18662/rrem/13.4/468Keywords:
Classcraft, digital platforms, gamification, online quests, students.Abstract
The paper discusses the main issues of organizing the learning process based on the gamification. The publication analyzes the main provisions of the application of elements of gamification in the process of teaching students. The study proposes to consider gamification as a new format of the project method in the context of blended learning in the study of disciplines of the pedagogical cycle by students of humanitarian and natural specialties. We analyzed the main didactic Classcraft platform capabilities. Developed by students within the framework of the “Pedagogy” discipline a brief structure of the “Adventurers” quest was present. The algorithm of the students' work included following steps: choosing a project theme (name of the game); composition of the game (stages); development of the game as a digital product (elements); analysis of the implementation of the game as a digital product (difficulties and prospects); analysis of the results of joint digital project activities of students, indicating positive and negative aspects. We considered the positive aspects of using digital applications and platforms to improve teacher skills. The conclusions provide consolidated proposals for the use of gamification, such as: its implementation in the educational process is aimed at the development of intellectual, social, emotional, technological segments of the personal development of students; the use of gamification has a positive impact on the development of students and teachers soft skills and helps to improve their professional skills.
References
Armstrong, M. B., & Landers, R. N. (2018). Gamification of employee training and development. International Journal of Training and Development, 22(2), 162-169. https://doi.org/10.1111/ijtd.12124
Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72-93 https://doi.org/10.3991/ijet.v13i02.7467
Caponetto, I., Earp, J., & Ott, M. (2014, October). Gamification and education: A literature review. In. C. Busch (Ed.). 8th European Conference on Games Based Learning, 1, 50-58. Curran Associates, Inc.
De Schutter, B., & Abeele, V. V. (2014). Gradequest‒Evaluating the impact of using game design techniques in an undergraduate course. In T. Barnes, & I. Bogost (Eds.), Proceedings of the 9th International Conference on the Foundations of Digital Games. Society for the Advancement of the Science of Digital Games.
Devers, C. J., Gurung, R. A. R. (2015). Critical perspective on gamification in education. In T. Reiners & L. C. Wood (Eds.), Gamification in education and business (pp. 417-430). Springer.
European Commission. (2019). 100 Radical Innovation Breakthroughs for the future. Publications Office of the European Union. http://doi.org/10.2777/24537
Glover, I. (2013). Play as you learn: gamification as a technique for motivating learners. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013. http://shura.shu.ac.uk/7172/1/glover_-_play_as_you_learn_-_proceeding_112246.pdf
Hägglund, P. (2012) Taking gamification to the next level [Thesis, Umea University, Sweden]. https://www8.cs.umu.se/education/examina/Rapporter/PerMafrost.pdf
Haris, D. A., & Sugito, E. (2015). Analysis of factors affecting user acceptance of the implementation of ClassCraft E-Learning: Case studies faculty of information technology of Tarumanagara university. 2015 International Conference on Advanced Computer Science and Information Systems (ICACSIS) (pp. 73-78). IEEE. https://doi.org/10.1109/ICACSIS.2015.7415161
Hawkins, D. (2015, July 15). Here comes generation z: what makes them tick? neaToday. http://neatoday.org/2015/07/13/here-comes-generation-z-what-makes-them-tick/
Huang, W. H.-Y., Soman, D. (2013). Gamification of education. Report Series: Behavioural Economics in Action. Rotman School of Management, Toronto.
Makarevich, O. O. (2015). Heimifikatsiia yak nevidiemnyi chynnyk pidvyshchennia efektyvnosti elementiv dystantsiinoho navchannia [Gamification as an integral factor in increasing the effectiveness of the elements of distance learning]. Youn. Scien., 2 (17), 275-278 http://nbuv.gov.ua/UJRN/molv_2015_2%286%29__73
Otto, R. (2018). Using Classcraft As A Positive Behavioral Intervention Strategy In The Classroom. Digital Commons. https://digitalcommons.hamline.edu/hse_cp/239
Papadakis, S., Kalogiannakis, M. (2018) Using Gamification for Supporting an Introductory Programming Course. The Case of ClassCraft in a Secondary Education Classroom. In A. Brooks, E. Brooks & N. Vidakis (Eds.), Interactivity, Game Creation, Design, Learning, and Innovation. ArtsIT 2017, DLI 2017. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering (pp 366-375). Springer. https://doi.org/10.1007/978-3-319-76908-0_35
Pereira, M., Oliveira, M., Vieira, A., Lima, R. M., & Paes, L. (2018). The gamification as a tool to increase employee skills through interactives work instructions training. Procedia computer science, 138, 630-637. http://dx.doi.org/10.1016/j.procs.2018.10.084
Rashkevich, Y. M. (2014). Bolonskyi protses ta nova paradyhma vyshchoi osvity [Bolognese process as a new paradigm of high education]. Vidavnitstvo Lviv Polytechnics, Lviv.
Safapour, E., Kermanshachi, S., & Taneja, P. (2019). A review of nontraditional teaching methods: Flipped classroom, gamification, case study, self-learning, and social media. Education Sciences, 9(4), 273. http://doi.org/10.3390/educsci9040273
Sanchez, E., Young, S., & Jouneau-Sion, C. (2017). Classcraft: from gamification to ludicization of classroom management. Education and Information Technologies, 22(2), 497-513 https://doi.org/10.1007/s10639-016-9489-6
Signori, G. G., Guimarães, J. C. F. D., Severo, E. A., & Rotta, C. (2018). Gamification as an innovative method in the processes of learning in higher education institutions. International Journal of Innovation and Learning, 24(2), 115-137. https://www.researchgate.net/profile/Julio-Guimaraes-3/publication/327113598_Gamification_as_an_innovative_method_in_the_processes_of_learning_in_higher_education_institutions/links/5b98000945851531057ba239/Gamification-as-an-innovative-method-in-the-processes-of-learning-in-higher-education-institutions.pdf
Teemueangsa, S., & Jedaman, P. (2019). Developing science learning activities using online gamification. Journal of Physics: Conference Series, 1835(1), 012079. IOP Publishing. https://doi.org/10.1088/1742-6596/1835/1/012079
Toda, A. M., Valle, P. H. D., Isotani, S. (2017). The dark side of gamification: An overview of negative effects of gamification in education. In A. I. Cristea, I. I. Bittencourt & F. Lima (Eds.), Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions (143-156). Springer International Publishing. https://link.springer.com/content/pdf/10.1007%2F978-3-319-97934-2_9.pdf
Van Roy, R., & Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time. Computers & Education, 127, 283-297. https://doi.org/10.1016/j.compedu.2018.08.018
Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. The Internet and Higher Education, 33, 86-92. https://doi.org/10.1016/j.iheduc.2017.02.002
Yıldırım, İ. & Şen, S. (2019). The effects of gamification on students’ academic achievement: A meta-analysis study. Interactive Learning Environments, 6, 1-18. https://doi.org/10.1080/10494820.2019.1636089
Zhernovnykova, O. A., Peretyaga, L. Y., Kovtun, A. V., Korduban, M. V., Nalyvaiko, O. O., Nalyvaiko, N. A. (2020). Technology of formation of digital competence of future teachers by means of gamification. Inform. Tech. and Teach. Tools, 75(1), 170-185. https://doi.org/10.33407/itlt.v75i1.3036
Zickermann, G., Linder, J. (2014). Geymifikatsiya v biznese. Kak probit'sya skvoz' shum i zavladet' vnimaniyem sotrudnikov i kliyentov [Gamification in business: how to break through the noise and capture the attention of employees and clients]. Moscow: Mann, Ivanov and Ferber Publishing House.
Zimbrick, J. (2013, January 12). Is Gamification a Positive Learning Trend?. Coetail. http://www.coetail.com/jzimbrick/2013/12/01/is-gamification-a-positive-learningtrend/
Zvarych, I., Kalaur, S.M., Prymachenko, N.M., Romashchenko, I.V., & Romanyshyna, O.I. (2019). Gamification As A Tool For Stimulating The Educational Activity Of Students Of Higher Educational Institutions Of Ukraine And The United States. European Journal of Educational Research, 8(3), 875-891. https://doi.org/10.12973/eu-jer.8.3.875
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
