Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”. This study has the purpose to examine and help resolve the challenges that students with disabilities face when using online course materials.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
"Innovating an integrated approach to collaborative eLearning practices in hi...eraser Juan José Calderón
"Innovating an integrated approach to collaborative eLearning practices in higher education: the case study of a corporate communication e-platform" de Cindy Sing Bik Ngai , Wing Man Lee, Patrick Pak Kei Ng and Doreen Dongying Wu Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong, People’s Republic of China aparecido en el STUDIES IN HIGHER EDUCATION https://doi.org/10.1080/03075079.2018.1482266
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
DLAC 2021 - Using Formative Evaluation to Keep Your Program on TrackMichael Barbour
Clark, T., Barbour, M. K., & Debruler, K. (2021, June). Using formative evaluation to keep your program on track [Panel]. Digital Learning Annual Conference, Austin, TX.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
Dr. Sebahattin Ziyanaki is Assistant Professor of Sociology at The University of Texas of the Permian Basin. Dr. Ziyanak has established a reputation as a researcher and professor. Published by NATIONAL FORUM JOURNALS. - National FORUM of Applied Educational Research Journal. Dr. William Allan Kritsonis is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”. This study has the purpose to examine and help resolve the challenges that students with disabilities face when using online course materials.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
"Innovating an integrated approach to collaborative eLearning practices in hi...eraser Juan José Calderón
"Innovating an integrated approach to collaborative eLearning practices in higher education: the case study of a corporate communication e-platform" de Cindy Sing Bik Ngai , Wing Man Lee, Patrick Pak Kei Ng and Doreen Dongying Wu Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong, People’s Republic of China aparecido en el STUDIES IN HIGHER EDUCATION https://doi.org/10.1080/03075079.2018.1482266
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
DLAC 2021 - Using Formative Evaluation to Keep Your Program on TrackMichael Barbour
Clark, T., Barbour, M. K., & Debruler, K. (2021, June). Using formative evaluation to keep your program on track [Panel]. Digital Learning Annual Conference, Austin, TX.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
Dr. Sebahattin Ziyanaki is Assistant Professor of Sociology at The University of Texas of the Permian Basin. Dr. Ziyanak has established a reputation as a researcher and professor. Published by NATIONAL FORUM JOURNALS. - National FORUM of Applied Educational Research Journal. Dr. William Allan Kritsonis is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docxmansonagnus
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
What is blended learning? Hear from the experts at Reading Horizons and learn how blended learning is permanently changing the structure of education. Visit www.readinghorizons.com or follow Reading Horizons on social media to learn more about blended learning.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
Assessment 3 Research and Evaluation
This presentation aims to investigate the impact of blended learning on student engagement in high school students.
Challenges and Experiences of Students in the Virtual Classroom World: A Lite...Dr. Amarjeet Singh
The study aims to discuss the experience students face in the virtual classroom mode. The limitations and challenges which students face while enrolling in online modes to learning from MOOC Courses to Distance Learning. The community of the people undertaking online education has increased significantly in the past few years. The paper reviews the literature on the topic of online classes, asynchronous and synchronous modes of delivery, the perception of students in the virtual learning and the experiences and challenges faced.
Impact of Blended Learning Approach on Students’ Achievement in Quadratic and...ijtsrd
This paper examined the effect of blended learning BL on students’ achievement in Quadratic and Simultaneous equations in Ogun State, Southwest Nigeria. Blended learning is a learning strategy that supplements traditional face to face instruction congruent to the traditional lecture method TLM with computer based learning, to which students subscribe. A control group and a quasi experimental design were adopted for this study. Purposive sampling techniques were applied to select a sample of 320 students drawn from two secondary schools in which intact classes were used. The Quadratic and Simultaneous Equations Achievement Test QSEAT was developed with a reliability coefficient value of 0.82, and used as the research instrument. An analysis of covariance ANCOVA was used to test the hypotheses. All the hypotheses were tested at the 0.05 level of significance. Results showed that there was a statistically significant main effect of treatment on students’ achievement in Quadratic and Simultaneous equations. There was a statistically significant effect of blended learning BL on students’ achievement in Quadratic and Simultaneous equations. There was a statistically significant interaction effect of treatment control and experimental BL on students’ achievement in Quadratic and Simultaneous equations. The findings of the study revealed that the student’s achievement in Quadratic and Simultaneous equations was enhanced more when BL strategies were used than when TLM was used. Based on the findings of this study, it was therefore recommended that efforts be made to integrate the philosophy of BL into the preservice teachers’ curriculum at the teacher preparation institutions in Nigeria. Patrick Friday Obot "Impact of Blended Learning Approach on Students’ Achievement in Quadratic and Simultaneous Equations" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61229.pdf Paper Url: https://www.ijtsrd.com/mathemetics/algebra/61229/impact-of-blended-learning-approach-on-students’-achievement-in-quadratic-and-simultaneous-equations/patrick-friday-obot
Students’ Perception towards Learning Platforms – A Comparative Analysis of O...Dr. Amarjeet Singh
The purpose of this study is to find out college students perception towards the learning platforms and their priorities with regard to online learning as well as offline learning. Rapid developments in education technology have provided many new options of learning to students and thus made this research important to determine their preferences for the same. Moreover due to covid-19, the students have fresh experience of online learning which would make the comparison more relevant. The study makes comparison of online education and traditional way of education from the point of view of Post - Graduate students from M.COM, MBA, MA (economics), M.SC, and M.TECH respectively. To know their perception and preference, online questionnaire was constructed via Google form and data was collected from 100 respondents. 10 variables based on 5 point likert scale have been used to analyze the perception. These variables include Convenience, Flexibility, Teacher – student interaction, accessibility in terms of time and cost, Freedom in learning, Doubt clarity, Learning experience, Content analysis, Adaptability and performance evaluation. This preliminary analysis of students' perception will determine whether there are statistically significant differences between online learning and offline learning, and preference for online learning technology between gender groups and between post graduate students from different educational qualifications and family income, along with investigating the reasons for their preference.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. 2 INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY, 4(1), 1-10
Machajewski
Another factor related to student success, such as graduation rates, is course engagement (Price & Tovar, 2014). While many pedagogical approaches aim
to increase engagement, one of them is gamification. Gamification is the adoption of game elements in non-game contexts (Deterding, Dixon, Khaled, &
Nacke, 2011; Huotari & Hamari, 2012, Fitz-Walter, Wyeth, Tjondronegoro, & Scott-Parker, 2013). Games can create an immersive feedback
environment and, while promoting making choices, they also ease the impact of failure (Gee, 2003). While gamification is a subject of much business and
educational research, few studies consider the evaluation through peer review of the instructional design quality of gamified courses. Online components
of gamefully designed courses may increase engagement in students, but are they sound from the instructional perspective?
A peer review process is of great value in evaluating academic courses as faculty views on instructional quality of courses can be subjective. For example,
in the STEM academic area, while faculty were often focused on producing high-quality graduates, they also contributed to a high level of attrition in
academically weaker students (Christe, 2013). Faculty sometimes viewed student withdrawal from STEM majors as a sign of successful instruction. The
STEM introductory courses were viewed as a gatekeeping process to spare unfit students from the rigors of scientific work. Problems such as low
achievement, student boredom, and alienation, along with high dropout rates were linked to engagement (Fredricks, Blumenfeld, & Paris, 2004; Swap &
Walter, 2015).
Indiana University Professor Emeritus of Biology Dr. Craig Nelson is the author of “Dysfunctional Illusions of Rigor” (Nelson, 2010). These illustrate
subjective and often erroneous faculty views about their own instruction. 1) Hard courses weed out weak students. When students fail it is primarily due
to inability, weak preparation, or lack of effort. Finding: When students fail it is often due to inappropriate pedagogy. 2) Traditional methods of
instruction offer effective ways of teaching content to undergraduates. Modes that pamper students teach less. Finding: While lectures teach something,
alternative methods teach on average twice as much as traditional lectures.
The instructional effectiveness of courses may also depend on the course delivery mode. 42.3 % of chief academic officers were more favorable about
courses that combine elements of online instruction with those of traditional face-to-face teaching (Allen & Seaman, 2016). Academic leaders rate the
promise of blended or hybrid courses as superior to that of fully online courses.
Online courses are often categorized into fully online and hybrid courses. Allen & Seaman (2016) propose four categories: traditional courses, web
facilitated courses, blended/hybrid courses, and fully online courses. Traditional courses contain 0% of content delivered online. The content is delivered
in writing or orally. Web facilitated courses deliver from 1 to 29% of content online. Next, 30 to 79% of online content delivered online make it
blended/hybrid courses. Such courses have a substantial proportion of content delivered online. Finally, courses with 80% of online content or above are
considered fully online. Online courses deliver most or all content online without face to face meetings.
Todd et al. (2017) support the notion that hybrid courses deliver better results over face-to-face or fully online courses, especially in teaching complex
content. As an example of such content, in teaching ethical decision-making skills as a process-based content, the hybrid modality was recommended.
The researchers admitted, that the success of the hybrid delivery might have been due to the extensive development of the course over the effort in
development of the traditional or fully online versions.
Another reason, why hybrid courses may be more effective than fully online courses are computer skills of students. As the academic world and the
workplace slowly come to terms with the myth of the digital natives, studies warn about negative consequences in assuming students have digital skills
simply because they are of a younger generation (Kirschner & Bruyckere, 2017). A global research in 33 developed countries reported that only 5% of
general population possesses high computer-related skills and only 30% can address medium-complexity tasks (OECD, 2016). In another study, while
83% of millennials report sleeping with their smartphones, 58% have poor skills in solving problems with technology, and out of 19 countries examined in
the study, the U.S. millennials ranked last.
The findings about advantages of hybrid courses are supported in the literature by considering the strengths and weaknesses of each modality. Fully
online delivery features a self-paced nature, which may lead to rapid progression through key content without sufficient learning taking place (Daymont
and Blau 2011; Kirschner, Sweller, & Clark, 2006). The advantage of such delivery, especially over face-to-face courses, is in the student’s ability to
pause, rewind, and otherwise consume content at their own rate (Osguthorpe and Graham 2003). Hybrid courses tend to capitalize on the benefits of both
modes of delivery in keeping students more accountable for their knowledge of the online content leading to increased learning and course effectiveness
(Sapp & Simon, 2005).
In addition to the course delivery mode, other factors contribute to course quality. Peer review of the online course content and the evidence of classroom
activities tends to be a primary tool in promoting course quality (Chao, Saj, & Tessier, 2006; Feldman, McElroy, & LaCour, 2000; Little 2009; McGahan,
Jackson, & Premer, 2015). In a paper dedicated to the review of national and statewide evaluation instruments of online courses, Baldwin, Ching, and Hsu
(2017) list the following course quality improvement programs:
3. 3
1. Blackboard’s Exemplary Course Program Rubric (2017a)
2. California Community Colleges’ Online Education Initiative (OEI) Course Design Rubric (2017)
3. The Open SUNY Course Quality Review Rubric (OSCQR) (State University of New York, 2016).
4. Quality Matters (QM) Higher Education Rubric (2017)
5. Illinois Online Network’s Quality Online Course Initiative (QOCI) (2017)
6. California State University Quality Online Learning and Teaching (QOLT) (2017)
Blackboard Exemplary Course Rubric
The Blackboard Exemplary Course Program was designed to recognize courses that “demonstrate best practices in four major areas: Course Design,
Interaction & Collaboration, Assessment, and Learner Support” (Blackboard, 2017b). Each category was evaluated quantitatively within five levels of
mastery: exemplary (5-6), accomplished (3-4), promising (2), incomplete (1), not evident (0). Reviewers were instructed to apply lower ratings when
within a category some sub-categories were accomplished in an exemplary manner, but others appeared below that mastery level.
The rubric was distributed publically with a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This meant that course
builders were allowed to use the rubric privately or within their organizations. They could also modify the rubric and institutionalize it as long as it was
for non-commercial purposes and contained a note of Blackboard’s authorship.
The rubric contained the following categories and sub-categories with their weight:
Category: Course Design
Goals and Objectives (x3)
Content Presentation (x3)
Learner Engagement (x2)
Technology Use (x1)
Category: Interaction and Collaboration
Communication Strategies (x3)
Development of Learning Community (x3)
Interaction Logistics (x2)
Category: Assessment
Expectations (x3)
Assessment Design (x3)
Self-Assessment (x1)
Category: Learner Support
Orientation to Course and LMS (x0.5)
Supportive Technologies (x0.5)
Instructor Role and Information (x1)
Course/Institutional Policies & Support (x0.5)
Technical Accessibility Issues (x0.5)
Accommodations for Disabilities (x1)
Feedback (x1)
Findings
Course Design
The course “Introduction to Computing” (CIS150) at Grand Valley State University was awarded the Blackboard Exemplary Course award in 2017
(Blackboard, 2017c). The course was offered to a range of students from freshmen to seniors in a variety of majors of study. Over time, a steady growth
of enrollment in the course was recorded with 1561 students in 2013, 1616 in 2014, 1697 in 2015, and 1740 in 2016. The Blackboard course, which was
peer-reviewed by the Blackboard Exemplary Course Program (ECP) reviewers (Blackboard, 2017a), was utilized by 874 students between Fall 2013 and
Winter 2017 semesters. A case study exploring the phenomenon of engagement with gamification in this course was conducted between 2015 and 2017.
The case study investigated 501 students in 15 sections over 4 semesters (Machajewski, 2017a).
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The course “Introduction to Computing” was a coordinated course with approximately 30 sections each semester. The content of the course was centrally
managed. This content included the course objectives, textbooks, exams, quizzes, Cengage SAM tutorials, and Cengage SAM projects. All graded
assignments were standardized across the course sections. The course consisted of 49 graded assignments, 3 performance exams, 2 summative exams, and
a self-paced project. The content of the course was broad including over 700 computing terms in the theory section along with hands-on skills in Microsoft
Word, Excel, and Access. The course was delivered in a hybrid approach with 6 hours a week of online, self-guided work, in addition to 2 hours of
lecture, and 1 hour of hands-on lab.
Course Peer Review Details
The course was evaluated according to the Blackboard Exemplary Course Rubric. In addition to the specific levels of mastery, anonymous reviewers also
provided qualitative commentary for each category of the rubric. The reviewers were able to login as students and instructors to the course. They were
also provided evidence of learner activity through anonymized content extracts, screenshots, and videos. Table 1 contains the levels of mastery assessed
by the program reviewers.
Table 1. Course Reviewer Ratings per Rubric Category
Categories and Sub-categories Reviewer A Reviewer B Reviewer C
Course Design
Goals and Objectives accomplished accomplished incomplete
Content Presentation exemplary accomplished exemplary
Learner Engagement exemplary exemplary exemplary
Technology Use exemplary exemplary exemplary
Interaction and Collaboration
Communication Strategies exemplary exemplary exemplary
Development of a Learning Community exemplary exemplary exemplary
Interaction Logistics accomplished exemplary exemplary
Assessment
Expectations accomplished accomplished exemplary
Assessment Design exemplary exemplary exemplary
Self-assessment exemplary exemplary exemplary
Learner Support
Orientation to Course and CMS accomplished exemplary accomplished
Supportive Software (Plug-ins) accomplished exemplary exemplary
Instructor Role and Information exemplary exemplary exemplary
Course/Institutional Policies and Support exemplary exemplary exemplary
Technical Accessibility Issues exemplary exemplary exemplary
Accommodations for Disabilities exemplary exemplary accomplished
Feedback exemplary exemplary exemplary
5. 5
Some of the rubric categories evaluated at the exemplary level were Learner Engagement, Technology Use, Development of a Learning Community, and
Technical Accessibility Issues. These categories apply to the gamification design of the course. Three phases of the gamification strategy were player
onboarding phase, player scaffolding phase, and player endgame.
Student engagement in the course was designed into short-term activities, such as lecture peer-instruction activities, and long-term activities such as
earning XP points through participation and completion of missions between lectures to use later as a course currency. The short-term activates were no
longer independent events. The long-term design helped students to experience the hero’s journey (Rank, Raglan, Dundes, & Segal, 1990) leading to the
boss level activity and completion of the course. This design reflected the short and long game theory for academic courses (Machajewski, 2017d).
Player Onboarding Phase
Game Discovery and Introduction
The course adopted the MyGame platform from game.dataii.com and established the CIS150 mobile app (Machajewski, 2013). The game operated as an
experience point (XP) ledger. Each game code became a deposit or a withdrawal from the ledger. Students joined the game at different times during the
semester. The game was presented as autonomous and not required for any of the graded activities.
The game was introduced during the first meeting of the class. A text game code was provided, which students could enter after downloading the mobile
app for iOS and Android. The first step, within the mobile app, was to type in student’s email address. Next, a verification link was activated in the email
message. This method made usernames or passwords unnecessary and the validation link tied a mobile phone to the email account. A player could
always sign out and allow another user to sign in with a new email on the device.
The initial rules of the game shared with students included only basic game mechanics as text mission codes that were entered into the app (Figure 1). A
list of available missions was shared with students. Some initial missions included locating hallway maps that contained QR codes, a campus bus stop,
textbook question, syllabus question, exploration of the Blackboard course, and others.
The game functionality was shared with students gradually as the semester
progressed. Halfway through the semester attendance codes were
introduced to remove XP when students missed classes. Major
achievements and advanced game functions were introduced in varied
intervals. This allowed for a measure of unpredictability in the class and
mystery, which were necessary to maintain excitement and interest in the
game.
The MyGame platform was also adopted by the Department of Germanic
Studies at the University of Illinois at Chicago (Ryder & Machajewski,
2017). Since the game is based on collecting game challenges and using
XP as a course currency, it is independent of the course content. In
teaching the German language, the app was integrated with Duolingo.
This allowed for language vocabulary practice and remediation of
introductory knowledge.
Mobile App
The course game was operated through a mobile app deployed to the
Apple App Store and the Google Play Store (Machajewski, 2013). The
app and the associated gamified process was submitted for U.S. patent as
Educational Gamification System and Gameful Teaching Process
(Machajewski, 2015). The app provided access to classroom activities
such as lecture participation through Kahoot, encryption cipher tools,
exam reviews with Quizlet Live, and lecture slides (Figure 2). Among
other course resources, the mobile app provided access to the assignment
schedule.
The game tools in the app included the player profile with gravatar image,
a display of achievements, total earned XP, list of available missions, the
Figure 1. The CIS150 mobile app: Game code entry screen
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leaderboard called experience ranking, and history of all submitted missions. The interfaces for claiming game codes allowed for typing in mission codes
or scanning QR codes with the mobile phone camera.
Optimized Electronic Leaderboard
One of the mobile app navigation tabs was called Progress (Figure 3).
This tab lead to a dynamic list of recently completed missions and most
popular missions, which scrolled in a short list. The leaderboard, called
experience ranking, was available as a link in the Progress screen. It
displayed a list of players in a descending order by XP. The list displayed
player avatar picture, student-selected avatar name, number of missions
completed, total XP, and a name of the game level matching the total XP
range. However, the leaderboard did not display all players at the same
time. The list displayed the authenticated player and 5 players above and
below the ranking. It also allowed for displaying the top 30 players in
addition to the current player.
The list included 5 game winners from each of the previous semesters.
This meant that for some time during the game onboarding process and
scaffolding, the top 30 players were primarily past game winners. Not all
top winners in a specific semester were the highest XP scoring players.
Only a small group of past winners had a very high XP total. Such players
chose not to cash in on the end-of-semester options like Peace of Mind
Points, LinkedIn recommendations, or others. They chose to stay on the
leaderboard sometimes with relatively low XP total.
Figure 2. The CIS150 mobile app: Classroom activities on the Home
screen
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Player Scaffolding Phase
Blackboard Learn
The Blackboard Learn application provided the official interface for
grades and all graded assignments in the class (Figure 4). It became the
main communication platform for course and game activities. The
gamification activities in Blackboard Learn for this course were described
in more detail at the BbWorld Conference in New Orleans in July of 2017
(Machajewski, 2017b).
Within the Blackboard Learn Grade Center, missed assignments were
marked with a zero score immediately after the due date. The electronic
gradebook was carefully crafted to provide a detailed sequence of events
in the class by employing an indexing system. The first number of a grade
referred to the week and the second to the event number within that week.
For example, an exam may be indexed as 16.1 meaning the first event in
week 16. This system allowed for accurate matching of events in external
vendor systems and the grade book itself.
Further, a projected grade, along with the final grade, were always
available to students in self-service view called My Progress. The default
My Grades menu in Blackboard was renamed to My Progress to reflect
the mindfulness principles of “not yet” based on research in the growth
mindset (Yeager & Dweck, 2012). Within Blackboard Learn course, the
Marked Reviewed feature, along with adoptive release, allowed for game
codes to be distributed to students who have explored the online portion of
the course or students who have completed certain required actions in
Blackboard. This encouraged students to explore all areas of Blackboard
Learn course at the start of the semester. Blackboard Learn course could
be the source of game codes, a host for mission activities, and it was the
repository of the overall graded data.
Blackboard Inc offered mobile apps, which allowed students to view their current grade and interact with the course content. The course featured two
grade displays: Projected Grade and Final Grade. The Projected Grade was the running total for the class, which showed the total grade for all
assignments already turned in. This meant that if the initial assignment was completed at the A grade, Projected Grade showed an A. The description of
the grade stated: “This grade shows your running total. If you keep up the same quality of work you've been delivering so far, this will be your final
grade.”
The Final Grade column displayed an F for most of the semester for all students. Both grades met after completion of the last assignment. The
description of the Final Grade column stated: “This grade calculates all empty grades as zero. If you stopped completing assignments right now, this
would be your final grade.”
Figure 3. The CIS150 mobile app: Progress screen with a link to
Experience Ranking leaderboard
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Figure 4. Blackboard Learn course
Cengage Skills Assessment Manager
The Cengage Skills Assessment Manager (SAM) system was facilitated by the textbook publisher, Cengage Learning (Figure 5). The online system was
intended for self-paced learning and practice of Microsoft Office applications (Cengage, 2014). This system was used for graded activities, projects, and
exams. In addition to the graded elements, some activities were in SAM were optional. These activities included post-exams, exam practice activities,
and some sample projects. Such activities were counted toward XP in the game instead of course grade. The activity was transferred to the game by
downloading CSV files from Cengage and importing them into the game. This encouraged students to complete optional activities even when they were
not officially graded. A significant amount of XP (about 80%) could be collected by participating in the optional, hands-on Microsoft Office activities.
9. 9
Figure 5. Cengage SAM Excel simulation activity
ArtPrize & Campus Art
One of the game missions based on QR codes was dedicated to a local art event called ArtPrize. This is an annual art competition event in Grand Rapids,
Michigan. Many art pieces were displayed in public spaces. Such art was often accompanied by QR codes, which were integrated into the game and
offered XP points. Since the course content covered QR code technology as well as the use of mobile devices, the collection of QR codes aligned with the
class. The first 5 QR codes claimed 5 XP, each additional one was worth 1 point.
A similar integration was built for the Grand Valley State University artwork. At the campus library and other campus locations drawings and paintings,
along with sculptures, had associated QR codes. Students could scan the codes to claim XP in the game. This type of a mission especially appeals to
explorer player personality type according to Bartle player types (1996). Eventually a maximum total allowed had to be established at 200 XP in the
mission.
The MyGame platform allowed for identifying a QR code pattern, such as a repeating URL string. This is how event QR codes could be identified and
linked to a specific game mission. Scanning any other QR codes would not activate the mission completion.
NetApp University
One of the game missions was to complete a course with NetApp University. This mission was released during the discussion of enterprise computer
storage. NetApp collaborated with the course instructor on an integration that allowed students to complete any of their professional courses offered to
NetApp clients. The game mission required completion of one-hour course called Storage Fundamentals. The course completion PDF certificate was
then uploaded to Blackboard Learn, where adaptive release displayed the game code to the student.
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Kahoot
The Kahoot active learning system was used during lectures to stimulate
interest and participation. Students used their Blackboard Learn user
names to sign into Kahoot, which then allowed the instructor to import XP
from Kahoot into the course game for each correct answer given during
the lecture. While tracking class attendance, the integration allowed for
rewarding participation.
In addition to earning XP, performing well during Kahoot activities
appealed to students in other ways. After completion of each question the
student who answered correctly in the shortest amount of time was
recognized by name. This helped the instructor to learn student names and
created a social element during lectures.
Storification
Storification was applied in the course to leverage epic meaning as a game
design principle (Chou, 2015). This introduced a measure of
unpredictability and allowed for capturing the imagination through a
narrative. Historical events and Viking folk stories were used to introduce
certain computer principles during lectures. For example, computer
hacking was likened to Viking raids, the Internet was explained in terms
of river and sea connectivity for the Vikings in medieval world. A
compilation of these stories is available through the Amazon Alexa skill
prepared for the course called “Computers Storified in Viking History by
Floki.”
The game mobile app as well as the Blackboard Learn course contained a
number of visual cues that related to the Vikings (Figure 4). They
included the app icon as a Viking long ship, the mission entry screen
containing a rune carving scene, the game splash screen with a slogan
“Access the Inner Viking & Excel. Rune Word”, which was hinting at the
Microsoft applications covered in the course.
In parallel to the development of the course, the History Channel was running a show, called the Vikings, which allowed students to immerse themselves
in the Viking story and concepts. This entertainment element was a way to recall story elements from the class. The show was adopted by Amazon Prime
and Hulu for viewing in later semesters.
Another feature of storification was the game avatar and the story students told by their own participation. The course game allowed players to select an
avatar name, which was displayed in the leaderboard along with the gravatar picture. The use of student names was further aided by implementation of
the Open Photo Roster in Blackboard Learn (Machajewski, 2016). The use of student names in the classroom allowed for an inclusive learning
environment, while the avatar in the game allowed for anonymity.
The game rules were being shared with students in form of a story. Instead of sharing all elements through a multi-page manual, the various rules and
opportunities were unveiled throughout the course during in-class sessions. This created a perception of mystery and unpredictability, a key concept in
games.
Amazon Alexa
Audio assistants are devices, which allow users to interface with computer artificial intelligence through voice (Machajewski, 2017c). An Amazon Alexa
skill developed for the course allowed students to practice course terminology. Alexa skill would describe a glossary entry, then it would wait for a
response. Five correct answers by the user opened up a game code spoken back by Alexa to the user. This allowed students to claimed the game mission
in the mobile app. The Alexa skill was named: “Introduction to Computing Flashcards Game”.
Figure 6. The CIS150 mobile app: List of available missions including
NetApp Certification
11. 11
A second Amazon Alexa skill with an activation word of Floki was
developed to support the storification of the game. When activated on any
of the Alexa devices, such as the Amazon Echo, Echo Dot, Echo Tap,
Amazon Shopping app for iOS, or FireTV the skill spoke a Viking story
that connected with the world of computers (Figure 7). This following
was a sample conversation a student could carry on with Floki:
User: Alexa, ask Floki to tell me a story.
Floki: The Internet and the World Wide Web are different. The Internet is
a network, the web is a system of documents. Oceans and rivers were like
the Internet for Vikings. The ships were like the world wide web
documents.
User: Alexa, ask Floki to tell me a story.
Floki: Harald Bluetooth was a Viking king with terribly decayed teeth and
that's where he got his name. He united quarrelling Danish tribes and the
wireless technology was to unite the same way wireless communication
protocols.
Google Traveler
The Google Traveler was a beta service from Google created to help people share stories associated with locations. Through the use of a world map along
with photos, videos, and text the designer could share experiences in connection with specific places. This technology landed itself to a historical
exploration and building the storification theme for the class game.
Music
Music was used throughout the gamified course. Before the start of a lecture music was played in the classroom. After 30 minutes of lecture, music was
played again with students standing up for 60 seconds and being encouraged to participate in a guided dance in place to increase blood circulation. Music
was also used for background during certain game events such as the Quizlet Live exam review. The selected music was typically dance or pop music
from current performers, largely based on the Amazon playlist called Student Favorites.
Figure 7. Amazon Alexa service on Echo speaker
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Attendance Tracking
Attendance in the course was tracked in a variety of ways. Kahoot activities showed evidence of participation. Specific game codes shared in class, often
in forms of a question, riddle, or assignment, marked student activity in the class. However, after the Midterm exam, when attendance in class was likely
to start declining, a new storified feature of the game was introduced. The instructor shared a story of Scandinavian trolls, who were recently spotted in
the nearby ravine. Unless the player came to class during scheduled time and collected the protection code, the trolls would steal some of their XP. Each
absence was worth about 10% of total average collected points. This feature applied the loss and avoidance core game drive as well as scarcity and
ownership from the Octalysis gamification framework (Chou, 2015).
Twitter
The Twitter social network was used throughout the course in various activities such as creation of memes during an ice breaking activity, or identifying
computer parts through posting photos under class hash tag. An ongoing game mission included challenges posted on Twitter, which resulted in game
codes. The game tweets could include a QR code as an attached picture or require the viewing of a YouTube video in search of the game code.
Player endgame phase
Game Boss Level
The Boss Level mission was scheduled for the end of the semester. This mission allowed for a reduction of Peace of Mind Points exchange rate, which
was intentionally set high throughout the semester. The Boss Level mission was executed in code.org or codecombat.com, which helped students to learn
visual commands, JavaScript code, or Python programming (Figure 8). The assignment was to sign up for the specific class through a custom URL and
complete a certain section of the programming assignment. The results were available in the grade book of the external site for verification. The
completion of the Boss Level mission was submitted as a screenshot to Blackboard Learn assignment, which triggered adaptive release to display a game
code.
The code allowed for either a discount in Peace of Mind Points (PofM), or in gathering additional XP, in which case Peace of Mind Point exchange was
blocked. The second option was used by students who determined that PofM would not give them a significant improvement in grades, but completing
late assignments would. Therefore, the math of the XP points made it evident, that completing late assignments, and therefore practicing and learning,
would positively affect the grade in a more significant way than PofM exchange.
Figure 8. Boss Level: JavaScript lesson in codecombat.com
13. 13
Quizlet Live
The midterm and final exams were based on computer theory, which required a review of technical terms and definitions. The exams were coordinated
across all sections of the course. This terminology was available in the textbook, publisher Power Point slides, and glossary lists.
Some definitions were uploaded as Quizlet Sets. The Quizlet Live game was executed in the classroom as an exam review (Figure 9). During the activity,
teams of students worked on answering specific questions and competing with each other. The teams raced to answer questions with game status for each
team being displayed on the projector screen. Collaboration and discussion was necessary to participate in the activity.
Figure 9. Students playing Quizlet Live
Late Assignments
The course included 49 graded assignments, with majority executed through the Cengage SAM system. Such assignments included tutorial activities,
projects, and other performance based items. All assignments had strict due dates.
The game established a process for submitting late assignments for grading by paying for them with XP. Late assignments could be completed without
limitations, but moving of the grades from Cengage SAM to Blackboard Learn required the game XP transaction.
Before completing any late assignments, students needed to find a course mentor, who would sponsor their delinquency. A mentor could be a student who
played the game in previous semesters, or a student who scored 500 XP or more in the current class. Once recommended, a student could trade their XP
for late assignments.
Once recommended in the game, the student needed to have enough XP to pay for each late assignment. The cost in XP currency was initially high, with
discount sales occurring toward the end of the semester. The amount of late assignment opportunities was limited by the amount of XP a student was able
to collect and then defend through good attendance. This feature applied the core game drives of social influence and relatedness, as well as development
and achievement (Chou, 2015).
Peace of Mind Points
A few weeks into the semester, the Peace of Mind points were introduced. The points were meant to provide some peace of mind for the midterm and
final exams. Instead of calling it extra credit, the points were directly connected with the amount of wrong answers on the exams. So, instead of offering
5 extra credit points, a student could answer 5 questions incorrectly on the exam, which was 5 Peace of Mind points. Focusing on student experience
during exams instead of the grade promoted intrinsic motivation.
There were four achievements in the course game. A specific game code shared in class opened up the late assignments achievement. This achievement
allowed for trading XP points for PofM points. PofM points were then imported into the official Blackboard Learn grade book. The amount of PofM was
controlled by the XP exchange rate and never exceeded 2% of the total points in the Blackboard course.
Game Achievements
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Four game achievements were available in the class and they were indicated in the game profile with specific graphics (Figure 10). The achievements
were: Late Assignment Mentorship, Exam Peace of Mind Points, Recommend Friends, and Boss Level. The achievements marked course milestones and
reminded students of their options in the course game.
Game Bolt-on Design
The game was designed as a bolt-on, which meant that it was optional for
students and it did not modify any of the coordinated curriculum
assignments or exams. The game could be stopped at any time during the
semester by the instructor or by any student without affecting the official
course grade. All required course elements were retained and if necessary
the course could be successfully completed without participation in the
game. This fulfilled a compliance requirement of content and assessments
in the academic program and coordinated course approach.
Conclusion
A complex game requires clear instructions. Effective instructional design
is a foundation for gamification of academic courses. When applying
gamification to academic courses, it is natural to focus on student
engagement and intrinsic motivation. However, it is also important to
validate the instructional design approaches to maintain high quality of
instruction.
The Blackboard Exemplary Course Program allows faculty to
incrementally improve the instructional quality of their online or hybrid
courses. Faculty receive confidential, quantitative, and qualitative
feedback from anonymous reviewers. The course content and evidence of
student activity can be resubmitted to the program multiple times for
additional feedback.
The design of the course, “Introduction to Computing” at Grand Valley
State University demonstrates an application of the short and long game
theory for academic courses (Machajewski, 2017d). The use of technology and gamification methods during lectures provides a short-term engagement
mechanism. At the same time, long-term methods of XP tracking and XP trading allows for creating a player journey and experience shaping mechanism.
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