Σχεδιασμός και ανάπτυξη μεθοδολογίας για την κατασκευή εφαρμογών Προσαρμοστικής Παιχνιδοποίησης στις Φ.Ε

PDF (ελληνικά)
Published: Sep 14, 2024
DOI: https://doi.org/10.12681/nrcodiste.5964
Keywords:
Adaptive Gamification Methodology Science education
Αλκίνοος Ιωάννης Ζουρμπάκης
Μιχαήλ Καλογιαννάκης
Abstract

Science education is necessary for the acquisition of scientific literacy. Nonetheless, scientific concepts are often difficult to understand and can lead students to develop alternative concepts. A rapidly growing trend in the integration of new educational technologies is adaptive education. The technological applications utilized in education should be designed in relation to the student content, pedagogical approaches, learning strategies and characteristics for the construction of students' knowledge. This study aims to develop an adaptive pedagogy methodology based on related theories of psychology and motivation, integrating adaptive criteria, learning strategies, game features and all the crucial learning process related to science education.

Article Details
  • Section
  • PhDs
References
Alesandrini, AT, & Heron, PR (2020). Types of explanations students use to explain answers to conceptual physics questions. In Physics Education Research Conference 2019 (pp. 21-25). Provo, UT.
Amado, C. M., & Roleda, L. S. (2019). Student Engagement in a Gamified Physics Course. In Proceeding of the 2nd International Conference on Future of Education (Vol. 2, No. 1, pp. 85-95).
Botte, B., Bakkes, S., & Veltkamp, R. (2020). Motivation in gamification: constructing a correlation between gamification achievements and self-determination theory. In International Conference on Games and Learning Alliance (pp. 157-166). Springer, Cham.
Codish, D., & Ravid, G. (2014). Personality based gamification-Educational gamification for extroverts and introverts. In Proceedings of the 9th CHAIS Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era (Vol. 1, pp. 36-44). Ra'anana: The Open University of Israel.
Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2019). Adaptive gamification in e-learning based on students' learning styles. Interactive Learning Environments, 1-21.
Huang, HM, Rauch, U., & Liaw, S.-S. (2010). Investigating learners' attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171-1182
Ijaz, K., Bogdanovych, A., & Trescak, T. (2017). Virtual worlds vs books and videos in history education. Interactive Learning Environments, 25(7), 1-26.
Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. I. (2021). Gamification in science education. A systematic review of the literature. Education Sciences, 11(1), 22.
Kapp, K. M. (2012). The gamification of learning and instruction. Wiley
Klock, A. C. T., Gasparini, I., Pimenta, M. S., & Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies, 144, 102495
Lavoué, E., Monterrat, B., Desmarais, M., & George, S. (2018). Adaptive gamification for learning environments. IEEE Transactions on Learning Technologies, 12 (1), 16-28.
Mora, A., Tondello, GF, Nacke, LE, & Arnedo -Moreno, J. (2018). Effect of personalized gameful design on student engagement. In IEEE Global Engineering Education Conference, EDUCON 2018-April (pp. 1925–1933). Santa Cruz de Tenerife, Spain.
Rivas, ES, Palmero, JR, & Rodríguez, JS (2019). Gamification of assessments in the natural sciences subject in primary education. Educational Sciences: theory & practice, 19 (1). 95-111.
Richter, G., Raban, DR, & Rafaeli, S. (2015). Studying gamification: The effect of rewards and incentives on motivation. In gamification in education and business (pp. 21-46). Springer, Cham.
Rodríguez - Triana, MJ, Prieto, LP, Vozniuk, A., Boroujeni, MS, Schwendimann, BA, Holzer, A., & Gillet, D. (2017). Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review. International Journal of Technology Enhanced Learning, 9 (2-3), 126-150.
Tondello, G. F., Wehbe, R. R., Diamond, L., Busch, M., Marczewski, A., & Nacke, L. E. (2016). The gamification user types hexad scale. In Proceedings of the 2016 annual symposium on computer-human interaction in play (pp. 229-243).
Tondello, GF, Mora, A., Marczewski, A., & Nacke, LE (2019). Empirical validation of the gamification user types hexad scale in English and Spanish. International Journal of Human-Computer Studies, 127, 95-111.
Tsai, F. H. (2018). The development and evaluation of a computer-simulated science inquiry environment using gamified elements. Journal of Educational Computing Research, 56(1), 3-22.
UNESCO. (2008). UNESCO's ICT Competency Standards for Teachers. https://unesdoc.unesco.org/ark:/48223/pf0000156207
Wara, E., Aloka, PJ, & Odongo, BC (2018). Relationship between emotional engagement and academic achievement among Kenyan secondary school students. Academic Journal of Interdisciplinary Studies, 7 (1), 107-118.
Zainuddin, Z., Chu, SKW, Shujahat, M., & Perera, CJ (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326.