Educating for Sustainability through Gamification: Exploring Challenges and Opportunities
Unsupervised Online Quiz-Taking Behaviors of Undergraduate Microbiology Students: Canvas Quiz-Log Analytics and Clustering
Effectiveness of Gamification Strategies in Teaching Botany among Higher Secondary School Students
Student Learning Engagement in Digital Platforms: A Literature Review
Knowledge, Attitude, and Practice of Teachers towards Inclusive Education in South East Asian and South Asian Countries: A Systematic Literature Review
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Continuous Classroom Assessment At Primary Level
Edification Of Multimedia Resources: Aligning Technology For Student Empowerment
Improving Quality In Teaching Statistics Concepts Using Modern Visualization: The Design And Use Of The Flash Application On Pocket PCs
An Empirical Consideration Of The Use Of R In Actively Constructing Sampling Distributions
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
This research explains Sustainable Development (SD) and explores the significance of sustainability education in the 21st century. The research points out the potential of gamification as a tool to enhance sustainable education. By integrating game elements into learning experiences, gamification can increase student engagement, motivation, and knowledge retention. The research goes deep into the benefits of gamification in promoting sustainable behaviours, such as problem-solving, critical thinking, and collaboration. However, it also acknowledges the challenges associated with implementing gamification, such as technical infrastructure, pedagogical alignment, and the complexity of sustainability issues and suggests some simple feasible remedial measures that can be implemented. By addressing these challenges and utilizing the opportunities offered by gamification, educators can create innovative and effective learning experiences that foster a sustainable future.
Due to the use of online learning platforms and learning management systems, students are now working unsupervised on quiz-taking platforms. These unsupervised online forms of assessment are replacing traditional supervised quizzes in conventional classrooms. It is unclear whether the quiz-taking behaviors of students in these settings align with the expectations of instructors who set the quizzes. For example, do students engage in effective learning behaviors such as active recall and spaced practice? The quiz-taking behaviors of students using an online unsupervised platform were tracked, and the students were classified using the k-means algorithm based on their quiz-taking behaviors. This work is unique as it captures meaningful learner behaviors through data mining performed on an online platform, in contrast to conventional frequency-related measures such as the number of student logins or clicks. Later, the exam scores of the identified student groups were examined to identify the relationship between quiz-taking behaviors and performance on exams. Results indicate that the majority of students did not engage in effective quiz-taking behaviors. Effective quiz- taking behaviors were found to be correlated with high performance in exams. This work highlights the role of learning analytics in understanding the alignment of student behaviors with the learning design. Analytics can provide instructors with insights into learner behaviors in unsupervised learning platforms and play an important role in offering actionable, real-time feedback to correct these behaviors. Instructors can help bridge the gap between the intent of the learning design and the actual behaviors of learners by using the input available from analytics effectively.
This study aimed to investigate the impact of gamification on students' learning outcomes in a higher secondary school subject, specifically focusing on the topic of Morphology. A quasi-experimental research design was employed, involving an experimental group that received gamified instruction using Kahoot and a control group that received traditional instruction. A sample of 35 students was selected through purposive sampling. The results indicated that both groups showed significant improvement in post-test scores compared to pre-test scores. However, no significant difference was found between the post-test scores of the experimental and control groups. While gamification may not have yielded a statistically significant advantage in this specific context, it offers a promising approach to enhance student engagement and motivation in learning.
Engaging students in learning activities is the main responsibility of teacher. The responsibility becomes more challenging when we approach the teaching and learning process through an online platform. Students at all levels, from elementary schools to graduate need to have some specific engagement arrangements in virtual or online platform for their smooth learning. Student engagement and their active attention in learning is extremely vital for attaining desirable learning outcomes. Studies about attention shows that human attention span is 8 seconds only and this human attention span increases significantly to 120 seconds when watching a video. As our educational practices is moving towards the rapid use of digital devices and digital platform, understanding about the student learning engagement in digital platforms becomes crucial. However research in this important condition of teaching learning process is limited. The objectives of the study is to assess different dimensions, factors and strategies for improving student learning engagement in digital platforms. Through a systematic search approach 40 research publications from both India and abroad have been thoroughly examined and assessed. The findings of study suggest that, student learning engagement is a multi-dimensional (behavioral, emotional and cognitive) process which is influenced by a complex interplay of internal and external factors. Other essential findings and recommendations for better student learning engagement in digital platform are subsequently provided.
The purpose of this study was to examine the knowledge, attitude, and practices of teachers regarding Inclusive Education (IE) in Southeast Asia and South Asia, where a scarcity of comprehensive review papers exists that address all three aspects of IE. A systematic search was conducted using the Education Resource Information Center (ERIC) database to identify relevant studies. The thematic analysis of 47 research papers revealed several key themes, including teachers' knowledge of IE, their attitude towards IE, the practices they adopt in inclusive classrooms, and the need for training and professional development programs to support teachers in IE. The findings suggest that a lack of adequate knowledge, skills, and competence results in neutral or negative attitudes, leading to ineffective practices in inclusive education. Training and professional development programs are essential to enhancing teachers' knowledge, attitude, and skills, ultimately increasing their competence in teaching in inclusive classrooms. This study is unique in combining all three aspects, such as knowledge, attitude, and practice, of teachers' engagement with IE.
