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26 pages, 2382 KiB

Open AccessArticle

An Accessible Serious Game-Based Platform for Process Learning of People with Intellectual Disabilities

by Marco Santórum, Mayra Carrión-Toro, David Morales-Martínez, Verónica Maldonado-Garcés, Elking Araujo and Patricia Acosta-Vargas

Appl. Sci. 2023, 13(13), 7748; https://doi.org/10.3390/app13137748 - 30 Jun 2023

Cited by 2 | Viewed by 2169

Abstract

This research presents the “LudoMinga” platform based on serious games designed to facilitate the learning process of people with intellectual disabilities. The platform is focused on providing an inclusive and accessible learning environment. Serious Games combines educational content with video game mechanics, and [...] Read more.

This research presents the “LudoMinga” platform based on serious games designed to facilitate the learning process of people with intellectual disabilities. The platform is focused on providing an inclusive and accessible learning environment. Serious Games combines educational content with video game mechanics, and the platform aims to enhance the learning experience and promote active participation. Through an iterative development process, including user feedback and evaluations, the platform was developed using the iPlus methodology to align with the specific requirements of the target audience. Preliminary user test results indicate positive results in terms of user engagement, learning, and satisfaction. This accessible platform based on serious games promises to improve educational opportunities and outcomes for people with intellectual disabilities, ultimately fostering their personal and cognitive development. The success of the “LudoMinga” platform lies in the combination of interactive games, personalized support, and accessibility features, ultimately creating an engaging and effective learning environment. Continued advances in this area have the potential to unlock barriers for people with intellectual disabilities, fostering their growth, independence, and active participation in society. Full article

(This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education)

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16 pages, 925 KiB

Open AccessArticle

Development of Students’ Skills through Gamification and Serious Games: An Exploratory Study

by Sara Barragán-Pulido, María Luisa Barragán-Pulido, Jesús B. Alonso-Hernández, José Juan Castro-Sánchez and María José Rabazo-Méndez

Appl. Sci. 2023, 13(9), 5495; https://doi.org/10.3390/app13095495 - 28 Apr 2023

Cited by 2 | Viewed by 2578

Abstract

Currently, technological development is making its way into education through the increasing integration of new technologies into teaching. In this context, gamification emerges as one of the ways to incorporate the pedagogical process into the digital world, creating the need to encourage both [...] Read more.

Currently, technological development is making its way into education through the increasing integration of new technologies into teaching. In this context, gamification emerges as one of the ways to incorporate the pedagogical process into the digital world, creating the need to encourage both the digital skills of educators and students. The objective of this work is to shed light on the growing use of technology-based teaching methods and encourage their integration into educational practice from the teacher’s point of view. This work specifically analyses the European Framework for Digital Competence of Educators, relates the different digital competences defined to a series of localized educational solutions, and proposes a direct relationship between different gamification tools and serious games. Based on the review carried out, this study highlights a profound change in the educational process that involves digitization and the use of new technologies to optimize learning, as well as the training needs of teaching staff and the development of educational solutions that take into account the different digital competences. Full article

(This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education)

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17 pages, 4483 KiB

Open AccessArticle

Implementing Gamification for Blind and Autistic People with Tangible Interfaces, Extended Reality, and Universal Design for Learning: Two Case Studies

by Luis Roberto Ramos Aguiar, Francisco Javier Álvarez Rodríguez, Jesús Roldán Madero Aguilar, Valeria Navarro Plascencia, Luisa María Peña Mendoza, José Rodrigo Quintero Valdez, Juan Román Vázquez Pech, Adriana Mendieta Leon and Luis Eloy Lazcano Ortiz

Appl. Sci. 2023, 13(5), 3159; https://doi.org/10.3390/app13053159 - 1 Mar 2023

Cited by 4 | Viewed by 3475

Abstract

The present study investigates the use of gamification to foster commitment and engagement among users with disabilities. Two case studies demonstrating the application of gamification are provided. The first is the development of an application to teach a blind person Mexican currency, and [...] Read more.

The present study investigates the use of gamification to foster commitment and engagement among users with disabilities. Two case studies demonstrating the application of gamification are provided. The first is the development of an application to teach a blind person Mexican currency, and the second one is the creation of an application to aid individuals with autism spectrum disorder (ASD) in navigating their environment. The study reveals that universal design for learning principles can be used indirectly to adjust apps for users to utilize the software consistently. This study provides preliminary evaluations for both case studies, which were undertaken with relatively small samples. The first case study revealed that three blind individuals who took part in the review scored an average of 91.7 on the system usability scale. At the same time, the second case study involving the observation of a single individual with ASD also revealed that utilizing the designed app improved performance. Despite the limited sample size, the findings suggest that gamification may effectively encourage and generate commitment among the users with disabilities. Full article

(This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education)

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11 pages, 675 KiB

Open AccessArticle

Gamification Based on User Types: When and Where It Is Worth Applying

by Laia Subirats, Tuula Nousiainen, Apoorwa Hooda, Luis Rubio-Andrada, Santi Fort, Mikko Vesisenaho and G. M. Sacha

Appl. Sci. 2023, 13(4), 2269; https://doi.org/10.3390/app13042269 - 10 Feb 2023

Cited by 2 | Viewed by 1911

Abstract

Students’ motivation is one of the most relevant factors when improving the quality of the learning process. In this context, gamification is a powerful tool for increasing motivation at all levels of teaching. Since gamification methodologies can be applied in many different ways, [...] Read more.

Students’ motivation is one of the most relevant factors when improving the quality of the learning process. In this context, gamification is a powerful tool for increasing motivation at all levels of teaching. Since gamification methodologies can be applied in many different ways, personalizing gamified activities as a function of gamification user types is a promising strategy. Knowing the user types is also an advantage to understand the nature of learners in the class. In this article, we present the findings from several pilot exercises, where we identified gamification user types among students from Spain and Finland, analyzing their prevalence as a function of age, gender, country, and field of study. We also designed a gamification experience where activities were designed to fit the preferences of different user types. From these pilot experiences, we found that gamification user types are only relevant when other variables, such as the difficulty of the tasks or the presence of students who do not work well in groups, are not present. Based on our findings, we conclude that distance learning and subjects where previous knowledge is not present are good choices when gamifying a subject. Full article

(This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education)

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19 pages, 4343 KiB

Open AccessArticle

Evaluating Learner Engagement with Gamification in Online Courses

by Anna Puig, Inmaculada Rodríguez, Álex Rodríguez and Ianire Gallego

Appl. Sci. 2023, 13(3), 1535; https://doi.org/10.3390/app13031535 - 24 Jan 2023

Cited by 3 | Viewed by 2280

Abstract

Several reasons underlie the low retention rates in MOOCs. These reasons can be analysed from different perspectives, either in terms of the course design or the enrolled students. On the student side, we find little social interaction, boredom, tiredness, and a lack of [...] Read more.

Several reasons underlie the low retention rates in MOOCs. These reasons can be analysed from different perspectives, either in terms of the course design or the enrolled students. On the student side, we find little social interaction, boredom, tiredness, and a lack of motivation and time. These challenges can be addressed by adaptive gamification that proposes the design of personalised, hedonic learning experiences. Studies to date have adopted either the one-fits-all approach or the adaptive approach. Nevertheless, the adaptive solutions have considered a static player profile throughout the entire experience. This paper presents the design and evaluation of a dynamic adaptive gamification approach which—based on students’ interactions with game elements and also their opinions about these elements—dynamically updates the students’ player profile to better figure out which game elements suit them. We evaluated the engagement of students with gamification elements by means of a course composed of a knowledge "pill" related to the topic of “recycling plastics from the sea”, offered through the nanoMOOCs learning platform. We propose metrics such as the mean number of interactions with the gamification dashboard, the time spent by participants with game elements, and the opinions of students about these elements to compare the Dynamic Adaptive Gamification (DynamicAG) and the Static Adaptive (StaticAG) approaches. An experimental study with 66 high school students showed significant differences between both approaches. Specifically, the DynamicAG group spent twice as much time with the Dashboard than the StaticAG group. Moreover, students in the DynamicAG group were more engaged with game elements (mean number of interactions = 12.13) than those in the StaticAG group (mean number of interactions = 3.21). Full article

(This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education)

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21 pages, 1095 KiB

Open AccessArticle

Exploring the Online Gamified Learning Intentions of College Students: A Technology-Learning Behavior Acceptance Model

by Haoqun Yan, Hongfeng Zhang, Shaodan Su, Johnny F. I. Lam and Xiaoyu Wei

Appl. Sci. 2022, 12(24), 12966; https://doi.org/10.3390/app122412966 - 16 Dec 2022

Cited by 6 | Viewed by 2816

Abstract

With the popularity of online education, multiple technology-based educational tools are gradually being introduced into online learning. The role of gamification in online education has been of interest to researchers. Based on learners’ visual, auditory, and kinesthetic (VAK) learning styles, this study uses [...] Read more.

With the popularity of online education, multiple technology-based educational tools are gradually being introduced into online learning. The role of gamification in online education has been of interest to researchers. Based on learners’ visual, auditory, and kinesthetic (VAK) learning styles, this study uses an empirical research method to investigate the behavioral intention of students to participate in online gamified classrooms in selected universities located in Guangdong province and Macao. The main contributions of this study are to focus on the impact that differences in learning styles may have on the behavioral intentions of learners and to include the “perceived learning task” as an external variable in the theoretical framework. The main research findings are: perceived usefulness and enjoyment are partially mediated between VAK learning styles and the intention to participate in online gamified classrooms; and perceived learning tasks are partially mediated between perceived usefulness and the intention to participate in online gamified classrooms. According to the findings and the Technology Acceptance Model (TAM), this study constructs the Technology-Learning Behavior Acceptance Model (T-LBAM) to explore the intrinsic influencing factors of students’ intention to participate in gamified online classes and makes suggestions for future online gamification teaching. Full article

(This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education)

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20 pages, 3810 KiB

Open AccessArticle

Gaming and Resilience: Teaching by Playing Together—Online Educational Competition at School during the Pandemic

by Giovanna Lucia Piangiamore and Alessandra Maramai

Appl. Sci. 2022, 12(23), 11931; https://doi.org/10.3390/app122311931 - 23 Nov 2022

Cited by 3 | Viewed by 2148

Abstract

Educational and training initiatives for natural hazard reduction, climate change, and environmental sustainability are increasingly common. We describe educational games in which the protagonist, a fictional character girl, saves herself and others from natural disasters. This girl faces risk situations, from earthquake to [...] Read more.

Educational and training initiatives for natural hazard reduction, climate change, and environmental sustainability are increasingly common. We describe educational games in which the protagonist, a fictional character girl, saves herself and others from natural disasters. This girl faces risk situations, from earthquake to flood to environmental challenges, and for each of these she is the protagonist of educational quizzes and of an escape room. These games were designed and played online during the COVID-19 pandemic, to introduce an engaging activity, reducing the difficulties of both students and teachers in distance learning. Simultaneous challenges between several classes were played during special scientific events, with a total of more than 8000 students flanked by about 500 teachers, always with very positive feedback. We pooled our knowledge to embrace innovation in gamification at school. Our games aim at increasing the response capacity of future more resilient citizens to protect themselves and others, adapting to natural risks, and to spread good practices in support of the civil protection. Each online race between classes from primary and middle school (ISCDE 2) is based on cooperative learning and followed by an important debriefing moment of reflective learning, guided by researchers to deeply analyze scientific topics. Full article

(This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education)

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16 pages, 7016 KiB

Open AccessArticle

Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation

by Rubén Camacho-Sánchez, Aaron Rillo-Albert and Pere Lavega-Burgués

Appl. Sci. 2022, 12(21), 11214; https://doi.org/10.3390/app122111214 - 5 Nov 2022

Cited by 7 | Viewed by 8726

Abstract

Digital game-based learning (DGBL) and Gamification are emerging methodological strategies in education. This research aims to analyze the effects on academic performance and motivation after an experience combining DGBL and Gamification in university students. The sample comprises 126 students, of whom 38 were [...] Read more.

Digital game-based learning (DGBL) and Gamification are emerging methodological strategies in education. This research aims to analyze the effects on academic performance and motivation after an experience combining DGBL and Gamification in university students. The sample comprises 126 students, of whom 38 were in the experimental group. Three measurement instruments have been used: an evaluative test to measure academic performance, the Questionnaire on Motivation for Cooperative Playful Learning Strategies (CMELAC) and a questionnaire with three open-ended questions, which complement the measurement of motivation. This analysis is conducted using independent sample t-tests. We undertook a Bonferroni adjustment to the alpha level (new p = 0.017). The results show significant differences in academic performance between the control and experimental groups. Motivation shows high values among all participants. No significant differences were found between the two experimental subgroups when the competition was added to the dynamics. In conclusion, the results of the present study support the gamified DGBL method as an exciting teaching tool that corresponds to students’ active learning and provide valuable immediate feedback on students’ attempts, improvements in academic performance and a high level of motivation. Full article

(This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education)

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13 pages, 321 KiB

Open AccessArticle

Mario and Sonic at the Olympic Games: Effect of Gamification on Future Physical Education Teachers

by Salvador Pérez-Muñoz, Antonio Sánchez Muñoz, José Manuel De Mena Ramos and Alberto Rodríguez-Cayetano

Appl. Sci. 2022, 12(19), 9459; https://doi.org/10.3390/app12199459 - 21 Sep 2022

Cited by 5 | Viewed by 1695

Abstract

Gamification is a new methodological tool in the field of physical education and sports sciences, which seeks to generate a formative change in educational centers and in the training of future teachers. The aim of the research was to analyze the effect of [...] Read more.

Gamification is a new methodological tool in the field of physical education and sports sciences, which seeks to generate a formative change in educational centers and in the training of future teachers. The aim of the research was to analyze the effect of gamification on motivation, basic psychological needs and cooperative learning of prospective physical education teachers. The sample consisted of 102 future teachers in the specific area of physical education and sport. Three measuring instruments were used: Motivational Situation Scale, Cooperative Learning Questionnaire and Basic Psychological Needs in Physical Education Scale. The significance level (p < 0.05) was determined according to the variables described. The results were analyzed with the Kruskal–Wallis test for the variables age and study group and the Mann–Whitney U-test for gender. The results show high values for basic psychological needs, motivation and cooperative learning. In the case of cooperative learning, gamification has a different behavior according to gender. By degree, gamification does not affect the degree of study in the same way. In conclusion, the results of the present study support the use of gamification in the training of future physical education teachers, as it is associated with increased levels of students’ intrinsic and self-determined motivation, basic psychological needs and cooperative learning. Full article

(This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education)

15 pages, 2552 KiB

Open AccessArticle

Combining Gamification and Augmented Reality to Raise Interest in Logistics Careers

by Lisa-Maria Putz-Egger, Denise Beil, Silvia Dopler and Jeremiah Diephuis

Appl. Sci. 2022, 12(18), 9066; https://doi.org/10.3390/app12189066 - 9 Sep 2022

Cited by 5 | Viewed by 2036

Abstract

The logistics and transport industry is currently facing the major challenge of having a global shortage of skilled workers. To address this challenge, this paper evaluates the application of gamification in combination with augmented reality (AR) as a new approach to attract the [...] Read more.

The logistics and transport industry is currently facing the major challenge of having a global shortage of skilled workers. To address this challenge, this paper evaluates the application of gamification in combination with augmented reality (AR) as a new approach to attract the interest of people of all ages to the logistics sector. The aim of the paper is to determine whether a gamified AR-based application called Logistify is a feasible approach to make logistics jobs more attractive. We used a qualitative approach in three phases by collecting and analysing data from different perspectives of players, teachers, instructors, and programmers about the application: (1) analysing game characteristics with programmers and workshops instructors, (2) collecting feedback from players and teachers, and (3) evaluating game scores. The evaluation shows that gamification in combination with augmented reality is a promising tool to attract people to the logistics sector and to change their perception of logistics professions. It can be concluded that the gamified AR approach is capable of increasing interest in jobs in a particular sector. Full article

(This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education)

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Review

Jump to: Research

25 pages, 1488 KiB

Open AccessReview

Providing a Common Approach to Designing Dataset-Based Learning Activities Based on a Literature Review

by Lucía Díaz-Pérez, Francisco J. Lopez-Pellicer, Pilar Brufau, Javier Lacasta, Raquel Trillo-Lado, José A. Yagüe-Fabra and Francisco Javier Zarazaga-Soria

Appl. Sci. 2023, 13(23), 12704; https://doi.org/10.3390/app132312704 - 27 Nov 2023

Cited by 1 | Viewed by 704

Abstract

While there are references available in the literature regarding learning experiences with Dataset-Based Learning (DBL) approaches, there is a noticeable absence of a standardized model for designing DBL activities. This gap was identified in this work after performing a systematic literature review (SLR). [...] Read more.

While there are references available in the literature regarding learning experiences with Dataset-Based Learning (DBL) approaches, there is a noticeable absence of a standardized model for designing DBL activities. This gap was identified in this work after performing a systematic literature review (SLR). In contrast to other active learning methodologies, the lack of a common framework for the DBL methodology makes it challenging to compare different DBL approaches. This paper highlights the knowledge gap in the methodology for designing DBL activities and aims to provide a common approach for sharing the view and details about what DBL entails in higher education and how to design a DBL activity. Additionally, we illustrate these concepts with three case studies in different engineering fields. Based on the SLR results and the review of additional literature, this work defines DBL as an active teaching methodology that focuses on using datasets to promote the learning and understanding of specific concepts and skills. These datasets should contain real data presented in different formats. As a common starting point, in a DBL lesson, the dataset not only provides information and context in the activity statement but also serves as the material to work with, and the solution to the activity is entirely extracted from the information contained in the dataset. Full article

(This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education)

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