Learning is a goal driven social activity determined by motivational factors. To be able to effec... more Learning is a goal driven social activity determined by motivational factors. To be able to effectively gamify learning for improved student motivation and engagement, the educators have to understand the related aspects studied in games, motivational psychology and pedagogy. This will help them to identify the factors that drive and explain desired learning behaviors. This article presents a survey of the main approaches employed in gamification and the emerging new directions in the context of the relevant motivational psychology and pedagogy. The focus is on the motivational factors that impact learning and understanding of behavior change. The goal of the article is two-fold: from one side, to provide an analysis of and guide to relevant works related to gamification along with outlining emerging trends, and from the other, to provide foundation for evaluation and identification of areas of possible improvements.
Online learning is one of the fastest growing trends in Technology- Enhanced Learning (TEL). Tech... more Online learning is one of the fastest growing trends in Technology- Enhanced Learning (TEL). Technology in combination with an instruction that addresses the cognitive and social processes of knowledge construction could offer more diverse and effective online learning opportunities than their face-to-face counterparts. In this review we attempt to summarize different forms and practices in K-12 online and blended learning as they appear in various regional, national and cultural contexts. The article starts with introducing some basic concepts and terminology, sums up the state of K-12 online learning around the world and ends with summarizing some trends and challenges observed in current K-12 online learning practices.
Gamification in education primarily aims at increasing learners’ motivation to engage in given le... more Gamification in education primarily aims at increasing learners’ motivation to engage in given learning activities and thereby promote desired learning behaviors. Despite its potential and the increasing number of gamified systems their success is still limited due to the fact that gamifying learning is a challenging process. Part of the challenge stems from an insufficient understanding of the motivational mechanisms of gamification on learners’ experience and from the insufficient attention to factors contributing to gameful experiences and promoting sustainable engagement. In addition, there is limited empirical evidence on motivational influences driving students to participate in gamified learning activities. Another factor slowing down the progress of successfully gamified applications is the scarcity of tools that would enable instructors to design and implement gamified activities as part of their instructional strategy. In an attempt to address these challenges, the prese...
Proceedings of the Fifth Ieee International Conference on Advanced Learning Technologies, Jul 5, 2005
... This may result in putting a unit in an unexpected for learners place. ... 3. Support for aut... more ... This may result in putting a unit in an unexpected for learners place. ... 3. Support for authoring educational TM Educational Topic Maps authors are generally untrained in information classification and work in lack of controlled vocabularies and support from ontology analysts. ...
A number of formalizations of contexts has been proposed since the seminal paper of J. McCarthy o... more A number of formalizations of contexts has been proposed since the seminal paper of J. McCarthy on contexts [8]. Despite consid- erable research efforts over the last two decades aimed at formalizing contexts, there are still a number of important aspects from a formal point of view that have not been sufficiently studied. This paper is a part of a more general study of several classes of multicontext systems aimed at characterizing them with respect to their languages. The present paper addresses the simplest multicontext systems, with propositional lan- guages. Hilbert-style syntax is introduced as well as a context version of modal Kripke semantics. Correctness and completeness of the proposi- tional multicontext systems are proved as well as their decidability.
Learning is a goal driven social activity determined by motivational factors. To be able to effec... more Learning is a goal driven social activity determined by motivational factors. To be able to effectively gamify learning for improved student motivation and engagement, the educators have to understand the related aspects studied in games, motivational psychology and pedagogy. This will help them to identify the factors that drive and explain desired learning behaviors. This article presents a survey of the main approaches employed in gamification and the emerging new directions in the context of the relevant motivational psychology and pedagogy. The focus is on the motivational factors that impact learning and understanding of behavior change. The goal of the article is two-fold: from one side, to provide an analysis of and guide to relevant works related to gamification along with outlining emerging trends, and from the other, to provide foundation for evaluation and identification of areas of possible improvements.
Online learning is one of the fastest growing trends in Technology- Enhanced Learning (TEL). Tech... more Online learning is one of the fastest growing trends in Technology- Enhanced Learning (TEL). Technology in combination with an instruction that addresses the cognitive and social processes of knowledge construction could offer more diverse and effective online learning opportunities than their face-to-face counterparts. In this review we attempt to summarize different forms and practices in K-12 online and blended learning as they appear in various regional, national and cultural contexts. The article starts with introducing some basic concepts and terminology, sums up the state of K-12 online learning around the world and ends with summarizing some trends and challenges observed in current K-12 online learning practices.
Gamification in education primarily aims at increasing learners’ motivation to engage in given le... more Gamification in education primarily aims at increasing learners’ motivation to engage in given learning activities and thereby promote desired learning behaviors. Despite its potential and the increasing number of gamified systems their success is still limited due to the fact that gamifying learning is a challenging process. Part of the challenge stems from an insufficient understanding of the motivational mechanisms of gamification on learners’ experience and from the insufficient attention to factors contributing to gameful experiences and promoting sustainable engagement. In addition, there is limited empirical evidence on motivational influences driving students to participate in gamified learning activities. Another factor slowing down the progress of successfully gamified applications is the scarcity of tools that would enable instructors to design and implement gamified activities as part of their instructional strategy. In an attempt to address these challenges, the prese...
Proceedings of the Fifth Ieee International Conference on Advanced Learning Technologies, Jul 5, 2005
... This may result in putting a unit in an unexpected for learners place. ... 3. Support for aut... more ... This may result in putting a unit in an unexpected for learners place. ... 3. Support for authoring educational TM Educational Topic Maps authors are generally untrained in information classification and work in lack of controlled vocabularies and support from ontology analysts. ...
A number of formalizations of contexts has been proposed since the seminal paper of J. McCarthy o... more A number of formalizations of contexts has been proposed since the seminal paper of J. McCarthy on contexts [8]. Despite consid- erable research efforts over the last two decades aimed at formalizing contexts, there are still a number of important aspects from a formal point of view that have not been sufficiently studied. This paper is a part of a more general study of several classes of multicontext systems aimed at characterizing them with respect to their languages. The present paper addresses the simplest multicontext systems, with propositional lan- guages. Hilbert-style syntax is introduced as well as a context version of modal Kripke semantics. Correctness and completeness of the proposi- tional multicontext systems are proved as well as their decidability.
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