The document discusses a research proposal on the impact of gamification technology on students' performance and motivation in schools. It begins with an introduction to gamification and the proposal's aim to identify the extent to which learning using gaming tools affects the educational process. The proposal then outlines the problem statement, literature review, scope of the study focusing on international schools, relevance of the study, research design including hypotheses and data collection/analysis methods, time frame, and budget. It concludes with a bibliography of 22 sources on gamification technology in education.
The impact of gamification technology on students performance motivation Sherin El-Rashied
To study The Impact of Gamification Technology on Students’ performance and motivation in schools. This topic is considered a new trend, as many people are unaware of the word “gamification” and the relation it has to do with learning.
ow-a-days data volumes are growing rapidly in several domains. Many factors have contributed to this growth, including inter alia proliferation of observational devices, miniaturization of various sensors ,improved logging and tracking of systems, and improvements in the quality and capacity of both disk storage and networks .Analyzing such data provides insights that can be used to guide decision making. To be effective, analysis must be timely and cope with data scales. The scale of the data and the rates at which they arrive make manual inspection infeasible. As an educational management tool, predictive analytics can help and improve the quality of education by letting decision makers address critical issues such as enrollment management and curriculum Development. This paper presents an analytical study of this approach’s prospects for education planning. The goals of predictive analytics are to produce relevant information, actionable insight, better outcomes, and smarter decisions, and to predict future events by analyzing the volume, veracity, velocity, variety, value of large amounts of data and interactive exploration.
USABILITY OF WEB SITES ADDRESSING TECHNOLOGY BASED CASER (CLASSROOM ASSESSMEN...IJCI JOURNAL
Global advancements, competitions and economic growth have lead to a drastic change in the technological world. The impact of technology both individually as well as collectively changed our life significantly. Nomatter whether it is commercial, transportation, banking, political, or educational field technology has done wonders in all ways. With the leaps and bounds in technological field educationists still make efforts towards new achievement and goals especially in the field of teaching-learning worlds also. If we talk about today’s classroom conditions, we are still lagging behind in many aspects. We are not upto mark or update. So there is a need of adoption and inclusion of ICT and technology resources to be linked to our curriculum system. The role of teacher is quite important in molding shape of our coming generations and modern society. The teacher should make use of innovative devices and strategies while teaching in the classroom situations. The teaching-learning without innovations and technological based devices is meaningless unless we strengthen our whole educational system in terms of technology-based teacher’s professional development through in-service or pre-services trainings, incorporation of latest electronic gadgets and devices in teaching-learning system etc. Thus, this paper focus on the universal design for learning practices for classroom testing and assessment practices, which is designed to minimize errors, adverse consequences, and unintentional actions to assist students in using them safely and efficiently. This paper has directed about the perceptions about the usability of web sites addressing technology which includes the new technologies, approaches, strategies and techniques to be adopted in the classroom for strengthening the potential and competencies of the students. The main objectives of the paper are- (1) To find out the latest techniques, tools and technology based on the classroom assessment and resources. (2) To find out the usability of the websites addressing new technologies and strategies. (3) To make students understand about technological usage for enhancing motivation and feedback thereby reducing errors and mistakes. For this research paper, the researcher consulted various conceptual research frameworks, reviews and trends in studies related to the use of web-sites enhancing technologies, strategies, equipments and resources. The results of the study highlighted major concerns in order to monitor the technology proficiency of the students, one must use multiple methods for presenting the instruction; use multiple assessment formats and tools to support one towards academic progress. Thus, the teachers, educators, stakeholders all have to monitor the technology-based curriculum process supporting assessment and evaluation tools, techniques and resources.
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
The impact of gamification technology on students performance motivation Sherin El-Rashied
To study The Impact of Gamification Technology on Students’ performance and motivation in schools. This topic is considered a new trend, as many people are unaware of the word “gamification” and the relation it has to do with learning.
ow-a-days data volumes are growing rapidly in several domains. Many factors have contributed to this growth, including inter alia proliferation of observational devices, miniaturization of various sensors ,improved logging and tracking of systems, and improvements in the quality and capacity of both disk storage and networks .Analyzing such data provides insights that can be used to guide decision making. To be effective, analysis must be timely and cope with data scales. The scale of the data and the rates at which they arrive make manual inspection infeasible. As an educational management tool, predictive analytics can help and improve the quality of education by letting decision makers address critical issues such as enrollment management and curriculum Development. This paper presents an analytical study of this approach’s prospects for education planning. The goals of predictive analytics are to produce relevant information, actionable insight, better outcomes, and smarter decisions, and to predict future events by analyzing the volume, veracity, velocity, variety, value of large amounts of data and interactive exploration.
USABILITY OF WEB SITES ADDRESSING TECHNOLOGY BASED CASER (CLASSROOM ASSESSMEN...IJCI JOURNAL
Global advancements, competitions and economic growth have lead to a drastic change in the technological world. The impact of technology both individually as well as collectively changed our life significantly. Nomatter whether it is commercial, transportation, banking, political, or educational field technology has done wonders in all ways. With the leaps and bounds in technological field educationists still make efforts towards new achievement and goals especially in the field of teaching-learning worlds also. If we talk about today’s classroom conditions, we are still lagging behind in many aspects. We are not upto mark or update. So there is a need of adoption and inclusion of ICT and technology resources to be linked to our curriculum system. The role of teacher is quite important in molding shape of our coming generations and modern society. The teacher should make use of innovative devices and strategies while teaching in the classroom situations. The teaching-learning without innovations and technological based devices is meaningless unless we strengthen our whole educational system in terms of technology-based teacher’s professional development through in-service or pre-services trainings, incorporation of latest electronic gadgets and devices in teaching-learning system etc. Thus, this paper focus on the universal design for learning practices for classroom testing and assessment practices, which is designed to minimize errors, adverse consequences, and unintentional actions to assist students in using them safely and efficiently. This paper has directed about the perceptions about the usability of web sites addressing technology which includes the new technologies, approaches, strategies and techniques to be adopted in the classroom for strengthening the potential and competencies of the students. The main objectives of the paper are- (1) To find out the latest techniques, tools and technology based on the classroom assessment and resources. (2) To find out the usability of the websites addressing new technologies and strategies. (3) To make students understand about technological usage for enhancing motivation and feedback thereby reducing errors and mistakes. For this research paper, the researcher consulted various conceptual research frameworks, reviews and trends in studies related to the use of web-sites enhancing technologies, strategies, equipments and resources. The results of the study highlighted major concerns in order to monitor the technology proficiency of the students, one must use multiple methods for presenting the instruction; use multiple assessment formats and tools to support one towards academic progress. Thus, the teachers, educators, stakeholders all have to monitor the technology-based curriculum process supporting assessment and evaluation tools, techniques and resources.
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
A study on “changing students attitude towards learning mathematics”Dr. C.V. Suresh Babu
Conference Presentations. International Conference on Integration of STEAM in School Education organised by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
The Empirical Analysis of Curriculum Quality Evaluation Based on Students Eva...ijtsrd
The data of curriculum quality evaluation based on students evaluation of teaching contains learners perception of curriculum quality is helpful to provide reference for the improvement of curriculum quality. The evaluation system of curriculum quality should be built around ten evaluation dimensions, such as teaching objectives, subject frontier, case teaching, teacher literacy, classroom discussion, teaching methods, teaching courseware, information technology, teachers Q and A, curriculum ideological and political. Taking the students of school of physics and electronic information of Nanchang Normal University as the research object, and the sample size of curriculum quality evaluation is 5443, the Pearson correlation analysis is carried out on ten evaluation dimensions, and the correlation coefficient is 0.770, which indicates strong positive correlation. A regression model with ten evaluation dimensions as independent variables and curriculum satisfaction as dependent variables is established. The resolution of the model is 77.4 , which can predict curriculum satisfaction, and which has theoretical support for teachers to pay attention to the curriculum quality and improve the curriculum quality. It emphasizes that teaching department should pay attention to the effect of evaluation results on the continuous improvement of curriculum quality. It is suggested that a substantial and effective mechanism for continuous improvement should be established. Chen Rong "The Empirical Analysis of Curriculum Quality Evaluation Based on Students' Evaluation of Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38156.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/38156/the-empirical-analysis-of-curriculum-quality-evaluation-based-on-students-evaluation-of-teaching/chen-rong
Recommendation of Data Mining Technique in Higher Education Prof. Priya Thaka...ijceronline
International Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
The power of learning analytics to measure learning gains: an OU, Surrey and ...Bart Rienties
Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict students’ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/
ST (Spatial Temporal) Math®: Impact on student progressMarianne McFadden
An action research studying how two middle schools implement the ST Math® program and the level of effectiveness with regard to standardized test results, overall confidence,and academic achievement.
Keynote EARLI SIG17 The power of learning analytics: a need to move towards n...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. According to Tempelaar, Rienties, and Giesbers (2015, p. 158) “a broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process”. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale (Rienties, Cross, & Zdrahal, 2016; Tempelaar et al., 2015; Tobarra, Robles-Gómez, Ros, Hernández, & Caminero, 2014).
Increased availability of large datasets (Arbaugh, 2014), powerful analytics engines (Tobarra et al., 2014), and skilfully designed visualisations of analytics results (González-Torres, García-Peñalvo, & Therón, 2013) mean that institutions may now be able to use the experience of the past to create supportive, insightful models of primary (and even real-time) learning processes (Arnold & Pistilli, 2012; Ferguson & Buckingham Shum, 2012; Papamitsiou & Economides, 2014). Substantial progress in learning analytics research relating to identifying at-risk students has been made in the last few years using a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning, predictive modelling, social network analysis).
In this EARLI SIG17 keynote, I will argue that one of the largest challenges for learning analytics and wider educational research still lies ahead of us, and that one substantial and immediate challenge is how to put the power of learning analytics into the hands of researchers, teachers and administrators. While an increasing body of literature has become available regarding how institutions have experimented with small-scale interventions (Papamitsiou & Economides, 2014), to the best of our knowledge no comprehensive conceptual model, nested within a strong evidence-base, is available that describes how researchers, teachers and administrators can use learning analytics to make successful interventions in their own practice. In this keynote, I will use the development of a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is being currently tested and validated at the largest university in Europe (in terms of enrolled learners), namely the UK Open University (OU, Calvert, 2014), as an example of the complexity of different, interlinked methodological and conceptual approaches.
The power of learning analytics for UCL: lessons learned from the Open Univer...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale. In this seminar, we will discuss lessons learned from various learning analytics applications at the OU.
Keynote address Analytics4Action Evaluation Framework: a review of evidence-...Bart Rienties
Bart Rienties is a Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK. He is programme director Learning Analytics within IET and Chair of Analytics4Action project, which focuses on evidence-based research on interventions on OU modules to enhance student experience. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He successfully led a range of institutional/national/European projects and received several awards for his educational innovation projects.
Gamification can make learning more fun and engaging for students. Software engineering can utilize gamification to help students learn and improve their skills from the complexity of software engineering. This study used quantitative research to examines perceived ease of use, student satisfaction, and perceived usefulness to measure gamification quality, which can have an impact on software engineering intention, namely intention, loyalty, and participation in following and understanding software engineering materials. The data was collected based on an online questionnaire survey, 90 data were collected and then measured and analyzed using SmartPLS 3. The results showed that perceived ease of use, student satisfaction, and perceived usefulness have a significant influence on gamification quality, which also leads to a positive impact on software engineering intention. This research guides teachers and educational institutions that gamification is very successful as a learning medium to simplify complex information to be more interactive.
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
This study investigated that the quantity of computer and ICT use in teacher education institutions is less and it is mainly focused on the learning of ICT skills which takes optimum time computers are used. The framework is then improved towards a new framework that can be effectively used to evaluate information and communication technology use in pre-service teacher education. In this study the independent variables are derived from computer use within the institution, some other extraneous factor may have impact on the results. Those factors may be computer use at home, friends home and cyber or internet centers by the respondents. The study concludes that the reality rhetoric gap of the impact of ICTs in teacher education institutions be evaluated from periodically to ensure that the quality with program objectives are met. The result shows that there is an urgent need to conduct intensive training to all the teacher educators in the colleges of education. The curriculum developers should develop global content for serving the local needs and make it to available to all the colleges of education online as well as offline content or blended learning modules. Several factors have been cited as responsible for low quantity of computer use in colleges of education. Some of these factors are; attitude towards new technologies, poor management, lack of local content serving local needs, shortage of equipments.
A study on “changing students attitude towards learning mathematics”Dr. C.V. Suresh Babu
Conference Presentations. International Conference on Integration of STEAM in School Education organised by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
The Empirical Analysis of Curriculum Quality Evaluation Based on Students Eva...ijtsrd
The data of curriculum quality evaluation based on students evaluation of teaching contains learners perception of curriculum quality is helpful to provide reference for the improvement of curriculum quality. The evaluation system of curriculum quality should be built around ten evaluation dimensions, such as teaching objectives, subject frontier, case teaching, teacher literacy, classroom discussion, teaching methods, teaching courseware, information technology, teachers Q and A, curriculum ideological and political. Taking the students of school of physics and electronic information of Nanchang Normal University as the research object, and the sample size of curriculum quality evaluation is 5443, the Pearson correlation analysis is carried out on ten evaluation dimensions, and the correlation coefficient is 0.770, which indicates strong positive correlation. A regression model with ten evaluation dimensions as independent variables and curriculum satisfaction as dependent variables is established. The resolution of the model is 77.4 , which can predict curriculum satisfaction, and which has theoretical support for teachers to pay attention to the curriculum quality and improve the curriculum quality. It emphasizes that teaching department should pay attention to the effect of evaluation results on the continuous improvement of curriculum quality. It is suggested that a substantial and effective mechanism for continuous improvement should be established. Chen Rong "The Empirical Analysis of Curriculum Quality Evaluation Based on Students' Evaluation of Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38156.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/38156/the-empirical-analysis-of-curriculum-quality-evaluation-based-on-students-evaluation-of-teaching/chen-rong
Recommendation of Data Mining Technique in Higher Education Prof. Priya Thaka...ijceronline
International Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
The power of learning analytics to measure learning gains: an OU, Surrey and ...Bart Rienties
Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict students’ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/
ST (Spatial Temporal) Math®: Impact on student progressMarianne McFadden
An action research studying how two middle schools implement the ST Math® program and the level of effectiveness with regard to standardized test results, overall confidence,and academic achievement.
Keynote EARLI SIG17 The power of learning analytics: a need to move towards n...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. According to Tempelaar, Rienties, and Giesbers (2015, p. 158) “a broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process”. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale (Rienties, Cross, & Zdrahal, 2016; Tempelaar et al., 2015; Tobarra, Robles-Gómez, Ros, Hernández, & Caminero, 2014).
Increased availability of large datasets (Arbaugh, 2014), powerful analytics engines (Tobarra et al., 2014), and skilfully designed visualisations of analytics results (González-Torres, García-Peñalvo, & Therón, 2013) mean that institutions may now be able to use the experience of the past to create supportive, insightful models of primary (and even real-time) learning processes (Arnold & Pistilli, 2012; Ferguson & Buckingham Shum, 2012; Papamitsiou & Economides, 2014). Substantial progress in learning analytics research relating to identifying at-risk students has been made in the last few years using a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning, predictive modelling, social network analysis).
In this EARLI SIG17 keynote, I will argue that one of the largest challenges for learning analytics and wider educational research still lies ahead of us, and that one substantial and immediate challenge is how to put the power of learning analytics into the hands of researchers, teachers and administrators. While an increasing body of literature has become available regarding how institutions have experimented with small-scale interventions (Papamitsiou & Economides, 2014), to the best of our knowledge no comprehensive conceptual model, nested within a strong evidence-base, is available that describes how researchers, teachers and administrators can use learning analytics to make successful interventions in their own practice. In this keynote, I will use the development of a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is being currently tested and validated at the largest university in Europe (in terms of enrolled learners), namely the UK Open University (OU, Calvert, 2014), as an example of the complexity of different, interlinked methodological and conceptual approaches.
The power of learning analytics for UCL: lessons learned from the Open Univer...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale. In this seminar, we will discuss lessons learned from various learning analytics applications at the OU.
Keynote address Analytics4Action Evaluation Framework: a review of evidence-...Bart Rienties
Bart Rienties is a Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK. He is programme director Learning Analytics within IET and Chair of Analytics4Action project, which focuses on evidence-based research on interventions on OU modules to enhance student experience. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He successfully led a range of institutional/national/European projects and received several awards for his educational innovation projects.
Gamification can make learning more fun and engaging for students. Software engineering can utilize gamification to help students learn and improve their skills from the complexity of software engineering. This study used quantitative research to examines perceived ease of use, student satisfaction, and perceived usefulness to measure gamification quality, which can have an impact on software engineering intention, namely intention, loyalty, and participation in following and understanding software engineering materials. The data was collected based on an online questionnaire survey, 90 data were collected and then measured and analyzed using SmartPLS 3. The results showed that perceived ease of use, student satisfaction, and perceived usefulness have a significant influence on gamification quality, which also leads to a positive impact on software engineering intention. This research guides teachers and educational institutions that gamification is very successful as a learning medium to simplify complex information to be more interactive.
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
This study investigated that the quantity of computer and ICT use in teacher education institutions is less and it is mainly focused on the learning of ICT skills which takes optimum time computers are used. The framework is then improved towards a new framework that can be effectively used to evaluate information and communication technology use in pre-service teacher education. In this study the independent variables are derived from computer use within the institution, some other extraneous factor may have impact on the results. Those factors may be computer use at home, friends home and cyber or internet centers by the respondents. The study concludes that the reality rhetoric gap of the impact of ICTs in teacher education institutions be evaluated from periodically to ensure that the quality with program objectives are met. The result shows that there is an urgent need to conduct intensive training to all the teacher educators in the colleges of education. The curriculum developers should develop global content for serving the local needs and make it to available to all the colleges of education online as well as offline content or blended learning modules. Several factors have been cited as responsible for low quantity of computer use in colleges of education. Some of these factors are; attitude towards new technologies, poor management, lack of local content serving local needs, shortage of equipments.
Role of digital gadgets in transformation of traditional learning to digital ...Dr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
Big Data and Advanced Analytics For Improving Teaching Practices In 2023 | Fu...Future Education Magazine
Here are 7 ways of big data and advanced analytics to improve teaching practices: 1. Data Sources in Education 2. The Role of Big Data in Education 3. Advanced Analytics in Education 4. Assessing Teaching Practices with Data 5. Enhancing Teaching Practices with Data
Enhancing ICT Education through Formative Assessment, Learning Analytics and Gamification
Robert Clarisó, Santi Caballé, Daniel Riera, Jordi Conesa, Isabel Guitart, Àngels Rius, Elena Planas, David Bañeres, Enric Mor, Teresa Sancho, Ana Guerrero, Elena Rodríguez, Múriel Garcia, Francesc Santanach, Jordi Casamajó, Ramon Masià
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
A Survey on Research work in Educational Data Miningiosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
THE USE OF COMPUTER-BASED LEARNING ASSESSMENT FOR PROFESSIONAL COURSES: A STR...IAEME Publication
Background/Objectives: While the increase in classroom technology, it is necessary to examine how assessment is administered through technology. The purpose of this study is to understand how students and faculty are perceived and examine the effectiveness of the computer-based assessment in professional education courses (Educational Technology) at Northern Iloilo Polytechnic State College, Iloilo, Philippines. Methods: The research design utilized in this study is mixed-method research. A computer-based assessment was utilized to assess students' performance in educational technology. This instrument was validated, and pilot tested to establish reliability. Each campus of NIPSC selected ten students of 70 as respondents during Academic Year 2016-2017. Frequency count, mean, standard deviation, and Wilcoxon signed-rank test were statistical tools used for data analyses. Findings: The study's finding showed a high score of students in the posttest ensured better performance of the students in educational technology. The increase in the posttest per performance level of the students was due to an accurate measure of what they have learned in educational technology. The majority of students users agreed that online assessment was fasters than the paper and pencil form. Also, users agreed that online assessment is contemporary and more systematic. They also stated that online assessment is consistent with the teaching style, but they are less anxious. Furthermore, according to faculty and students, ninety percent (90%) believed that computer-based assessment accurately measures what they are teaching and what they learned in school, respectively. Novelty: With the current situation that the education system is in new normal, computer-based learning is important in flexible learning. And assessment using technology is a great help to both faculty and students. Thus, state universities and colleges (SUCs) should adopt this innovation to help teaching and learning.
DevOps and Testing slides at DASA ConnectKari Kakkonen
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https://alandix.com/academic/papers/synergy2024-epistemic/
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The impact of gamification technology on students' performance & motivation
1. The Impact of Gamification
Technology on
Students’ performance and
motivation in schools
Sherin Haroun El Rashied
2. Welcome
• Our research proposal today will be about The Impact of
Gamification Technology on Students’ performance and
motivation in schools.
• This topic is considered a new trend, as many people are
unaware of the word “gamification” and the relation it has to
do with learning.
• “Gamification” is the application of game-design elements and
Gamification technology is where games are used as a tool in
education.
• Since the new generation learners are becoming more digitally
dependent, we assumed that gamification can be used in
education particularly to enhance students’ performance and
motivation.
• Accordingly, our aim of today’s research proposal is to identify
to what extent learning using gaming as a tool (Gamification
Technology) will affect the educational process as a powerful
tool for catalyzing attention and its influence as an educational
approach.
4. 1. Background
• The concept of Gamification Technology was already known almost one
hundred years ago. The origins of Gamification Technology were in the early to
mid 20th century in Soviet Union, where factory workers competed with each
other to increase production, using points and other game-like elements.
• Later, in American management, in the 21st century, the strategy of turning the
workplace into a more playful setting reappeared.
• In 1984, Coonradt (2007) “grandfather of Gamification Technology ”, published
the first edition of his book The Game of Work, where he applied game
principles in business contexts, dealing with employee motivation.
• Gamification Technology creates a kind of engagement with games that can be
translated to an educational context towards facilitating learning and influencing
student behavior.
• Educators have been exploring ways to utilize gamification power for motivation
and its application to the classroom.
5. 2. The Problem Statement - Aim
The Aim of the study
To identify to what extent Gamification Technology will affect the
educational process as a powerful tool for catalyzing student
performance & motivation in schools.
6. 2. The Problem Statement - Objectives
Investigate the relationship
between using Gamification
Technology in education and its
impact on students’ success,
(increasing their innovative
imagination and qualifications).
Determine key characteristics of
successful usage of Gamification
Technology in the educational
process.
Enhance educational processes
by using Technology in line with
global technological
developments.
Study the impact of Gamification
Technology on education.
Study the growing
phenomena of integrating
Gamification Technology into
education and how it became
an educational approach to
motivate students.
Study the ecosystem support using
Gamification Technology in
educational process.
7. 2. The Problem Statement - Research Questions?
03
01
02
Does Gamification Technology have
a direct impact on educational
development?
Do students prefer studying using
Gamification Technology rather
than the commonly methods?
Does Technology Based Learning
facilitate understanding?
04 Is there a direct relation between
Gamification Technology and
students’ innovative and
imaginative qualifications?
Will there be a sufficient budget
to introduce such modern means
of education in Egypt?
Does the ecosystem support
using Gamification Technology in
educational process?
05
06
9. 3. Literature Review
Introduction
Gamification Technology in
education is an up and
coming idea. This paper will
look at what Gamification
Technology is and its effects
on student motivation and
performance. Intrinsic and
extrinsic motivation are also
discussed and the effects
Gamification Technology
has on both types..
Background
The origins of Gamification
Technology appeared in the
early to mid-20th century in
Soviet Union, where workers
and factories used to compete
to increase production. Later,
the American management, in
the 21st century, developed a
strategy of turning the
workplace into a more playful
setting, as stated by Coonradt,
2007, The Game of Work..
Theoretical research
The potential that
technology has to motivate
students is discussed as it
relates to expectancy-value
model of motivation which
focuses three areas of
motivational theory
(Pintrich & Schunk, 1996)
Empirical Studies
The use of simulations
and digital games in
education is expected to
increase over the next
years. Although there are
much support for the
benefits of digital games
in education, there is
mixed empirical support
stated in Education,
Pearson’s research report
series.
The criticism
Some teachers believe that
Gamification Technology
must be avoided since it
has the potential to
decrease intrinsic
motivation, due to its use
of extrinsic motivators.
Its application in education
is still an emerging trend.
10. 4. Scope of Study
This research studies and analyzes the Impact
of using Gamification Technology on Students’
motivation and performance in International
schools (American Diploma and British IGCSE).
11. • The new generation learners
are digital natives, who are
growing up with digital
technologies.
• In an attempt to solve the above
stated concerns, we suggested to
carry out this study to investigate
the impact of Gamification
Technology on students’
motivation and performance.
• On the other hand, educators
are currently facing major issues
on how to increase students’
motivation and performance.
• On the theoretical level, this
research will be an added value
and will contribute to the
literature review already
present.
5. Relevance of The Study
12. 2 3 4 5
This is a causal study,
hypothesis-testing
study. A field
experiment will be
carried out in two to
three schools using
gamification tools and
monitoring its impact
students’ motivation
and engagement.
Purpose
The extent of
research interference
will be minimal
interface, and the
study setting will be
non-contrived
Interference & Setting
The research strategy
will be mixed
methods including;
• Survey
• Experiments
• Observation
• Case study
Strategy
The unit of analysis
will be groups of
students and their
teachers.
Unit of analysis
The time horizon
will be longitudinal
study to identify
cause-and-effect
relationships.
Time frame
6. Research Design
1
15. 6. Research Design – Source of Data
Primary Data
Focus groups Panels
Government
Publications
(educations, e-
learning and new
technology.
Secondary Data
Information
gathered from
schools
(no. of students,
grades &others)
17. 6. Research Design – Measurement
Measurement:
To measure the impact of gamification Technology on Students’ performance
& motivation we can measure the following variables.
18. 6. Research Design – Sampling design
School students of
International schools,
systems chosen are
American Diploma and
British IGCSE.
1. The School students from the
following stages:
A. Primary
B. Preparatory
C. Secondary
2. Educators of the above
mentioned stages.
A random sample of 2-3
schools are chosen from
the above mentioned
educational systems and
are studied in depth.
Population Clusters Sample
19. 6. Research Design – Data analysis
The unit of analysis will be groups of:
Students Teachers
Validation: Correlational Analysis will be performed to measure the
impact of Gamification Technology and Students’
performance/motivation, using statistical testing and SPSS tools.
20. 7. Time Plan
As previously mentioned, this is a longitudinal study, accordingly the time frame
necessary for the completion of this research project will be approximately 12
months. During which, periodic analytical reports will be provided on the results
achieved.
12 months
9 months
week
2 weeks
1 month
3 weeks
week
2 weeks
21. Budget items directly tied
to the project
Ex: Salaries and Wages,
Equipment, Materials and
Supplies
Budget items indirectly
tied to the project
Ex. Services & Others
Non-Financial cost
Ex. Include time (working
hours) and efforts (man
hours)
Direct Indirect Non-Financial
8. Budget
22. 8. Budget
Description Cost
Cost Directly Tied to the Project
Salaries and Wages
• Academic personnel
• Research assistants
• Interviewers
• Technicians
• Computer programmer
• Administrators
XX
XX
XX
XX
XX
XX
Equipment
• Fixed equipment
• Movable equipment
• Equipment installation
XX
XX
XX
Materials and Supplies
• Office supplies specifically for project
• Communications
• Test materials or samples
XX
XX
XX
Total Cost Directly Tied to the Project xxx
Cost Indirectly Tied to the Project
Services (ISR services (e.g., surveys), Data analysis) XX
Other (Purchase of data, periodicals, books XX
Total Cost Indirectly Tied to the Project xxx
Grand Total xxxx
23. 1. Gamification Technology in Education, Susan Sandusky, University of Arizona.
2. Gabriela Kiryakova1, Nadezhda Angelova2 and Lina Yordanova3 in Gamification Technology in education.
3. Coonradt (2007) published the first edition of his book The Game of Work. Coonradt, known as the “grandfather of
gamification”, applied game principles in business contexts, dealing with employee motivation.
4. The impact of Gamification Technology on students’ extrinsic & intrinsic motivation, Theresa (Therri) Papp1.
5. Raising engagement in e-learning through Gamification Technology Cristina Ioana Muntean, Cybernetics and
Statistics, Babes-Bolyai University, Romania- Strada Mihail Kogălniceanu, Nr. 1, Cluj-Napoca, Romania.
6. Walz, Steffen (2015). The Gameful World: Approaches, Issues, Applications. MIT Press.
7. JP Mangalindan (2010-09-03). "Play to win: The game-based economy". Fortune. Archived from the original on
2012-11-12. Retrieved 2012-11-25.
8. Ivana Medica Ružić, Mario Dumančić: Gamification Technology in education.
9. Kapp (Kapp, 2012).
10. W. Hsin-Yuan Huang, D. Soman, 2013.
11. The Role of Gamification Technology in Education, Garamkhand Surendeleg - National Learning Resource Center,
Mongolian-Korean Polytechnic College Ulaanbaatar, Mongolia.
12. Pim van de Pavoordt in Gamification Technology of Learning.
9. Bibliography
24. 9. Bibliography
13. Juho Hamari, Jonna Koivisto, Harri Sarsa in Does Gamification Technology Work? — A Literature Review of
Empirical Studies on Gamification Technology
14. Dr. Ian Glover Play As You Learn: Gamification Technology as a Technique for Motivating Learners.
15. Cristina Ioana Muntean -Cybernetics and Statistics, Babes-Bolyai University, Romania - Strada Mihail
Kogălniceanu, Nr. 1, Cluj-Napoca, Romania
16. Gabriela Kiryakova1, Nadezhda Angelova2, Lina Yordanova3 in Gamification Technology in education.
17. Annetta, Minogue, Holmes, & Cheng, 2009; Barab, Thomas, Dodge, Carteaux, & Tuzun, 2005; de Freitas, 2006; Ke,
2009; Liu et al., 2014; Moreno, 2012; Papastergiou, 2009; Van Eck, 2006
18. Barab et al., 2005; Batson & Feinberg, 2006; de Freitas, 2006; Papastergiou, 2009
19. Van Eck, 2006, p. 18), which allows for application and practice.
20. The impact of Gamification Technology on students’ extrinsic and intrinsic motivation, https://conference.pixel-
online.net/FOE/files/foe/ed0007/FP/3607-ICL2320-FP-FOE7.pdf
21. Proceedings of the 29th Annual ACM Symposium on Applied Computing (SAC '14).
22. Gooch, Daniel; Vasalou, Asimina; Benton, Laura; Khaled, Rilla (2016-01-01). "Using Gamification Technology to
Motivate Students with Dyslexia". Proceedings of the 2016 CHI Conference on Human Factors in Computing
Systems.