Gamification
R. Tohand; M. Alinejad; B. Daneshmand
Abstract
Background and Objectives: The gamification approach is one of the newest and most attractive developments in recent years, which has been effective in various fields, including education. This approach attracted the attention of its audience by creating excitement and interaction. Gamification means ...
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Background and Objectives: The gamification approach is one of the newest and most attractive developments in recent years, which has been effective in various fields, including education. This approach attracted the attention of its audience by creating excitement and interaction. Gamification means the application of game elements and components in a non-game situation, which, according to an attractive and predetermined process, considers certain goals. The gamification approach with the effectiveness of the curriculum created a dynamic and interactive environment for the learners and improved their educational and learning status in a suitable context. This research was conducted with the aim of identifying the experiences of experts in connection with the application of the elements of the gamification approach in the higher education curriculum.Methods: This qualitative research was conducted using a phenomenological (descriptive) approach in the year 1401. In this study, a deep question was posed to experts to obtain their experiences, and if necessary, elements of the gamification approach were explained for the interviewees to express their experiences related to them. The participants included experts from across the country who were involved in education, research, the production of electronic content for higher education systems related to gamification. Based on targeted sampling and snowball technique, 18 participants were identified at the national level. The interviews, which lasted for one hour each, continued until theoretical saturation was reached. After conducting and recording the interviews, they were transcribed full. The transcriptions were then reviewed multiple times, comparing the text with the audio, and subsequently subjected to a coding and analysis system.Findings: Based on the experts' experiences, the elements of gamification approach that can be employed in higher education curriculum were as follows: Create excitement (presenting engaging content, using active teaching methods, behavioral cues, competitions and questionnaires, adventure and avoiding repetition), Create partnership and interaction (instructor with learners, utilizing virtual space, through content and among learners), Create competition (group competitions, time constraints, individual competitions, and lottery-based competitions), Create motivation (creative techniques, fostering intrinsic motivation, fostering extrinsic motivation, motivational statements), Provide feedback (appropriate feedback for effort, qualitative feedback, immediate feedback after the test), Scoring (opportunity for remediation, progress bar, irregular scoring, and role determination), Rewarding (giving rewards, types of incentives, designing certificates, and awarding them), Create challenge (by posing questions and using tools), Determining rules and regulations (setting multidimensional goals for the lesson and announcing them at the beginning of the term, drawing a roadmap by the teacher, and sweet penalty) and Leveling (leveling the content and progressing step by step from easy to difficult, from concrete to abstract, from known to unknown).Conclusion: The gamification approach has elements that, by implementing it in the curriculum of higher education, could lead to the attractiveness and dynamism of teaching and facilitate the learning process. Therefore, it is possible to use the experiences of the experts of the gamification approach in the educational process to change the class from a dry and boring teacher-centered atmosphere, go out and use the elements of the gamification approach to move towards inclusiveness and make the learning process attractive, enjoyable and lasting. This approach has paid special attention to the audience and their interests and considered the participation and interaction of learners to put learning in a happy, attractive, active and effective process.
Technology-based learning environments
E. Mirzaei; M. Alinejad; B. Daneshmand
Abstract
Background and Objectives: Electronic learning is one of the characteristics of educational courses in this century. In all training courses, especially in virtual learning environments, interaction can increase the efficiency and effectiveness of the training process. Also, the careful and thoughtful ...
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Background and Objectives: Electronic learning is one of the characteristics of educational courses in this century. In all training courses, especially in virtual learning environments, interaction can increase the efficiency and effectiveness of the training process. Also, the careful and thoughtful design of various interactions in the virtual learning environment develops existing capacities to strengthen electronic education programs and increases the quality of learning. Therefore, considering the importance of interactions in the virtual learning environment, the present research aimed to explain the elements of the higher education curriculum (goals, content, teaching-learning activities and evaluation methods) based on the types of educational interactions in the virtual learning environment and by providing solutions It helped the teachers to organize effective e-learning courses.Methods: This research was a descriptive and applied study. The statistical population of the research included the faculty members of Shahid Bahnar, Farhangian and Medical Sciences Universities of Kerman; according to Morgan's table, 297 people were selected as the statistical sample using quota sampling method. To collect research data, a researcher-made questionnaire tool was used, and its validity and reliability were determined as 0.86 and 0.92, respectively. To analyze the research data, one-sample t-test, confirmatory factor analysis and structural equations were used, and SPSS23 and AMOS23 software were used. The measurement model was estimated using structural equation modeling.Findings: The results showed that some categories effectively would create and increase educational interactions in the curriculum elements based on the types of interactions in the virtual learning environment. The effective categories in the element of objectives included teachers' attention to educational interactions, paying attention to educational interactions at the ministry level, realism in objectives, and comprehensiveness of objectives. The effective categories in the content element included students' participation in the preparation of electronic content, ease of access to content, use of interactive content, polling of students, a compilation of course content in accordance with the latest scientific findings, preparation of interactive content by professors, Digital Library Update, and interactions between professors. The effective categories in the element of teaching-learning activities included participatory teaching methods, use of social networks, use of tools such as chat rooms, providing feedback, awareness of the need for interaction, encouraging students to seek information from various sources, sharing their previous experiences, networking among students and various information sources, sharing the latest scientific achievements in the field among fellow professors. The effective categories in the element of evaluation methods included process-oriented evaluation, assigning a part of the grade for individual or teamwork and class participation, evaluation of each student's individual work by her classmates, and critique of other students' opinions. Also, the results showed that the elements of the higher education curriculum based on the types of educational interactions in the virtual learning environment were related to each other. The results showed that the factor analysis model had a suitable fit for the design of the desired model and this model could be used in the higher education curriculum to create and increase various types of educational interactions in the virtual learning environment.Conclusion: In general, the results of this research indicated that the creation and increase of educational interactions in electronic education could improve the quality of education. Therefore, it is recommended that designers, faculty members, planners, managers and in general curators use the model proposed in the current research IN E-learning courses.
E-Lerning
A. Poortavakoli; M. Alinejad; B. Daneshmand
Abstract
Background and Objectives: Despite the enormous potential of Electronic Learning (e-learning), learners sometimes decide to drop out of school and are reluctant to pursue educating; therefore, it is so important to find variables to accept it. Among these variables, satisfaction is a key factor Which ...
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Background and Objectives: Despite the enormous potential of Electronic Learning (e-learning), learners sometimes decide to drop out of school and are reluctant to pursue educating; therefore, it is so important to find variables to accept it. Among these variables, satisfaction is a key factor Which is one of the important indicators in the quality of education. Experts consider several effective factors for satisfied e-learning including the quality of e-content. The role of content in the e-learning curriculum is much more prominent and influential than the role of content in the conventional education curriculum. Because in e-learning, content also plays a role in other elements of the curriculum, including; Teaching role, teaching-learning activities, time, place, evaluation and feedback. Therefore, in compiling electronic content, which is a process content, special attention should be paid to the basics of education sciences.; This issue is raised, can e-content be developed based on the factors those affect e-learning satisfaction? What are these factors? And how can a good e-content design model be created to satisfy e-learning? The general purpose of this study was to design a pattern for developing electronic content based on the factors affecting satisfaction in E- learning. The Sub- objectives of the study were as follows: 1) Identifying the factors affecting e-learner satisfaction with e-learning according to the research proposal 2) Determining the characteristics of e-content based on learner satisfaction from the perspective of experts 3) Determining the role of e-content characteristics on learner satisfaction Electronic. Methods: This was conducted with a hybrid and exploratory. Method in three stages. In the first stage, meta-analysis research method was used to identify the factors affecting satisfaction and in the next stage, a Descriptive - Survey method was used to analyze the experts’ opinions. The statistical population of this study consists of two groups: a) the research studies related to the factors affecting satisfaction in E-learning which have been published in the internal and external credible journals; b) the experts working in the field of E-learning all over the country. The statistical samples of this study consisted of ،three groups: A) In the meta-analysis section, the research that was most relevant to the research topic purposefully selected and evaluated (29 foreign studies and 19 domestic studies, a total of 48 studies). B) In the Qualitative section (interview), 30 e-learning professionals were identified nationwide through targeted sampling. In the quantitative section (questionnaire), 117 specialists were identified. In this study, the following three tools were used to collect data: 1- Checklist (in the meta-analysis section), 2- Interview without construction (in the qualitative section),3- researcher-made questionnaire (in the quantitative section).In order to perform data analysis, 48 studies were first studied in the first phase in the meta-analysis section And 209 satisfaction-related factors were identified, some of which were duplicate, that is, exactly one word was used and a number of words were different but synonymous and with the same meaning and purpose. In the analysis section, the researcher placed the same and synonymous factors in one class, which eventually formed 41 classes, and the frequency and percentage of their frequency were calculated. Then, in the second stage, after conducting the interviews and writing them, the researcher examined and analyzed the code for each of the interviews. In this way, the written content of the interviews was read and each significant unit that represented an electronic content feature (analysis unit) was written in the column below the category. After studying all the content of the interviews and identifying the units of analysis, it was the time to re-read and categorize them, and the columns of the categories were obtained and after studying and categorizing the categories, the main components were identified. In the third step, the data from the questionnaire were analyzed at the levels of descriptive and inferential statistics. Findings: The results of study in the meta-analysis stage are indicative of the fact that factors such as content, interaction, technology, teacher, service quality, design, ease of perceived use, personalization, perceived usefulness, learner, perceived value and self-efficacy are among the most important factors affecting satisfaction in E-learning. Regarding the interview, from the viewpoint of the experts developing electronic content, the principles of content development, learner, consequential implications, attention to the approaches related to learning and the role of teacher have the most significant impact on learner’s satisfaction in E-learning, respectively. Conclusion: All of the components are to measure the structure of electronic content characteristics in such a way that the component related to attention to the approaches of learning and the role of teacher with path coefficient (0.99) and attention to the consequential implications with path coefficient (0.89) principles of content design with path coefficient (0.85) attention to the features of the learner with path coefficient (0.82) were confirmed by the experts and are the ones developing the model. The model states that "attention should be paid to learning-related approaches in the polygonal rule, that is, this component is the basis of content development." The two components of "learner" and "teacher role" should be placed on both sides of the pattern, which is the characteristic of the two main elements of the electronic content processes. Implicit "and on the" reminder "side leads to" adherence to the principles of content design. " In total, paying attention to these five components will lead to the development of effective electronic content.
Technology-based learning environments
M. Alinejad; N. saeed
Abstract
In the recent years there has been a movement in building smart schools in Iran and according to statistics it is increasingly growing in our country. Since technology can’t improve the learning of students by itself therefore in order to create an environment for students to learn better, special ...
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In the recent years there has been a movement in building smart schools in Iran and according to statistics it is increasingly growing in our country. Since technology can’t improve the learning of students by itself therefore in order to create an environment for students to learn better, special prerequisites are needed; the researchers in the present study aim at investigating the relationship between learning self-regulation with education in smart schools in Tehran. The research using the descriptive-correlation method, by means of a researcher-made questionnaire. The research population (2000 people) and the sample (251 people) of this study, included students of full-smart schools of Tehran. The main question of this study is: what is the effect of the each variable of learner-learner, learner-teacher, learner- content, and self –regulated learning in satisfaction score anticipation of students? Analyzing the research finding of multiple linear regression analysis showed that: two variants of interaction between learner-teacher and self-regulation learning can anticipate the satisfaction variable of education in a positive way. The interaction of learner-teacher variable in showing the educational satisfaction was more than self- regulated learning. Among the interaction subscale, the learner- content subscale with the mean of 2.44 had the highest mean in comparison to the other interaction scale.
