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Gamification</title> <meta name="description" content="Search results for: Gamification"> <meta name="keywords" content="Gamification"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Gamification"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 13</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Gamification</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Gamification as a Tool for Influencing Customers' Behaviour</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=B.%20Zatwarnicka-Madura">B. Zatwarnicka-Madura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The objective of the article was to identify the impacts of gamification on customers' behaviour. The most important applications of games in marketing and mechanisms of gamification are presented in the article. A detailed analysis of the influence of gamification on customers using two brands, Foursquare and Nike, was also presented. Research studies using auditory survey methods were carried out among 176 young respondents, who are potential targets of gamification. The studies confirmed a huge participation of young people in customer loyalty programs with relatively low participation in other gamificationbased marketing activities. The research findings clearly indicate that gamification mechanisms are the most attractive.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Customer%20loyalty" title="Customer loyalty">Customer loyalty</a>, <a href="https://publications.waset.org/search?q=games" title=" games"> games</a>, <a href="https://publications.waset.org/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/search?q=social%0D%0Aaspects." title=" social aspects."> social aspects.</a> </p> <a href="https://publications.waset.org/10001274/gamification-as-a-tool-for-influencing-customers-behaviour" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001274/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001274/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001274/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001274/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001274/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001274/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001274/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001274/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001274/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001274/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001274.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2418</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> An Analysis of Gamification in the Post-Secondary Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Saccucci">F. Saccucci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Gamification has now started to take root in the post-secondary classroom. Educators have learned much about gamification to date but there is still a great deal to learn. One definition of gamification is the ability to engage post-secondary students with games that are fun and correlate to class room curriculum. There is no shortage of literature illustrating the advantages of gamification in the class room. This study is an extension of similar thought as well as an extension of a previous study where in class testing proved with the used of paired T-test that gamification did significantly improve the students’ understanding of subject material. Gamification itself in the class room can range from high end computer simulated software to paper based games of which both have advantages and disadvantages. This analysis used a paper based game to highlight certain qualitative advantages of gamification. The paper based game in this analysis was inexpensive, required low preparation time for the faculty member and consumed approximately 20 minutes of class room time. Data for the study was collected through in class student feedback surveys and narrative from the faculty member moderating the game. Students were randomly selected into groups of four. Qualitative advantages identified in this analysis included: 1. Students had a chance to meet, connect and know other students. 2. Students enjoyed the gamification process given there was a sense of fun and competition. 3. The post assessment that followed the simulation game was not part of their grade calculation therefore it was an opportunity to participate in a low risk activity whereby students could subsequently self-assess their understanding of the subject material. 4. In the view of the student, content knowledge did increase after the gamification process. These qualitative advantages identified in this analysis contribute to the argument that there should be an attempt to use gamification in today’s post-secondary class room. The analysis also highlighted that eighty (80) percent of the respondents believe twenty minutes devoted to the gamification process was appropriate, however twenty (20) percentage of respondents believed that rather than scheduling a gamification process and its post quiz in the last week, a review for the final exam may have been more useful. An additional study to this hopes to determine if the scheduling of the gamification had any correlation to a percentage of the students not wanting to be engaged in the process. As well, the additional study hopes to determine at what incremental level of time invested in class room gamification produce no material incremental benefits to the student as well as determine if any correlation exist between respondents preferring not to have it at the end of the semester to students not believing the gamification process added to the increase of their curricular knowledge.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Gamification" title="Gamification">Gamification</a>, <a href="https://publications.waset.org/search?q=inexpensive" title=" inexpensive"> inexpensive</a>, <a href="https://publications.waset.org/search?q=qualitative%20advantages" title=" qualitative advantages"> qualitative advantages</a>, <a href="https://publications.waset.org/search?q=post-secondary." title=" post-secondary. "> post-secondary. </a> </p> <a href="https://publications.waset.org/10008107/an-analysis-of-gamification-in-the-post-secondary-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008107/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008107/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008107/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008107/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008107/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008107/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008107/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008107/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008107/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008107/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008107.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">869</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Effects of Gamification on Lower Secondary School Students’ Motivation and Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Goh%20Yung%20Hong">Goh Yung Hong</a>, <a href="https://publications.waset.org/search?q=Mona%20Masood"> Mona Masood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explores the effects of gamification on lower secondary school students’ motivation and engagement in the classroom. Two-group posttest-only experimental design were employed to study the influence of gamification teaching method (GTM) when compared with conventional teaching method (CTM) on 60 lower secondary school students. The Student Engagement Instrument (SEI) and Intrinsic Motivation Inventory (IMI) were used to assess students’ intrinsic motivation and engagement level towards the respective teaching method. Finding indicates that students who completed the GTM lesson were significantly higher in intrinsic motivation to learn than those from the CTM. Although the result were insignificant and only marginal difference in the engagement mean, GTM still show better potential in raising student’s engagement in class when compared with CTM. This finding proves that the GTM is likely to solve the current issue of low motivation to learn and low engagement in class among lower secondary school students in Malaysia. On the other hand, despite being not significant, higher mean indicates that CTM positively contribute to higher peer support for learning and better teacher and student relationship when compared with GTM. As a conclusion, gamification approach is flexible and can be adapted into many learning content to enhance the intrinsic motivation to learn and to some extent, encourage better student engagement in class.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Conventional%20teaching%20method" title="Conventional teaching method">Conventional teaching method</a>, <a href="https://publications.waset.org/search?q=Gamification%0D%0Ateaching%20method" title=" Gamification teaching method"> Gamification teaching method</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a>, <a href="https://publications.waset.org/search?q=Engagement." title=" Engagement."> Engagement.</a> </p> <a href="https://publications.waset.org/9999788/effects-of-gamification-on-lower-secondary-school-students-motivation-and-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999788/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999788/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999788/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999788/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999788/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999788/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999788/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999788/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999788/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999788/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">5811</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> The Impact of Gamification on Self-Assessment for English Language Learners in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wala%20A.%20Bagunaid">Wala A. Bagunaid</a>, <a href="https://publications.waset.org/search?q=Maram%20Meccawy"> Maram Meccawy</a>, <a href="https://publications.waset.org/search?q=Arwa%20Allinjawi"> Arwa Allinjawi</a>, <a href="https://publications.waset.org/search?q=Zilal%20Meccawy"> Zilal Meccawy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Continuous self-assessment becomes crucial in self-paced online learning environments. Students often depend on themselves to assess their progress; which is considered an essential requirement for any successful learning process. Today’s education institutions face major problems around student motivation and engagement. Thus, personalized e-learning systems aim to help and guide the students. Gamification provides an opportunity to help students for self-assessment and social comparison with other students through attempting to harness the motivational power of games and apply it to the learning environment. Furthermore, Open Social Student Modeling (OSSM) as considered as the latest user modeling technologies is believed to improve students’ self-assessment and to allow them to social comparison with other students. This research integrates OSSM approach and gamification concepts in order to provide self-assessment for English language learners at King Abdulaziz University (KAU). This is achieved through an interactive visual representation of their learning progress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning%20system" title="E-learning system">E-learning system</a>, <a href="https://publications.waset.org/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=social%20comparison" title=" social comparison"> social comparison</a>, <a href="https://publications.waset.org/search?q=visualization." title=" visualization."> visualization.</a> </p> <a href="https://publications.waset.org/10009994/the-impact-of-gamification-on-self-assessment-for-english-language-learners-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009994/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009994/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009994/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009994/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009994/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009994/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009994/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009994/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009994/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009994/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009994.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1503</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> DSLEP (Data Structure Learning Platform to Aid in Higher Education IT Courses)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Estevan%20B.%20Costa">Estevan B. Costa</a>, <a href="https://publications.waset.org/search?q=Armando%20M.%20Toda"> Armando M. Toda</a>, <a href="https://publications.waset.org/search?q=Marcell%20A.%20A.%20Mesquita"> Marcell A. A. Mesquita</a>, <a href="https://publications.waset.org/search?q=Jacques%20D.%20Brancher"> Jacques D. Brancher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The advances in technology in the last five years allowed an improvement in the educational area, as the increasing in the development of educational software. One of the techniques that emerged in this lapse is called Gamification, which is the utilization of video game mechanics outside its bounds. Recent studies involving this technique provided positive results in the application of these concepts in many areas as marketing, health and education. In the last area there are studies that covers from elementary to higher education, with many variations to adequate to the educators methodologies. Among higher education, focusing on IT courses, data structures are an important subject taught in many of these courses, as they are base for many systems. Based on the exposed this paper exposes the development of an interactive web learning environment, called DSLEP (Data Structure Learning Platform), to aid students in higher education IT courses. The system includes basic concepts seen on this subject such as stacks, queues, lists, arrays, trees and was implemented to ease the insertion of new structures. It was also implemented with gamification concepts, such as points, levels, and leader boards, to engage students in the search for knowledge and stimulate self-learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Gamification" title="Gamification">Gamification</a>, <a href="https://publications.waset.org/search?q=Interactive%20learning%20environment" title=" Interactive learning environment"> Interactive learning environment</a>, <a href="https://publications.waset.org/search?q=Data%0D%0Astructures" title=" Data structures"> Data structures</a>, <a href="https://publications.waset.org/search?q=e-learning." title=" e-learning."> e-learning.</a> </p> <a href="https://publications.waset.org/9998055/dslep-data-structure-learning-platform-to-aid-in-higher-education-it-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998055/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998055/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998055/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998055/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998055/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998055/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998055/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998055/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998055/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998055/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998055.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2434</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Developing a Customizable Serious Game and Its Applicability in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anita%20K%C3%A9ri">Anita Kéri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent developments in the field of education have led to a renewed interest in teaching methodologies and practices. Gamification is fast becoming a key instrument in the education of new generations and besides other methods, serious games have become the center of attention. Ready-built serious games are available for most higher education institutions to buy and implement. However, monetary restraints and the unalterable nature of the games might deter most higher education institutions from the application of these serious games. Therefore, there is a continuously growing need for a customizable serious game that has been developed based on a concrete need analysis and experts’ opinion. There has been little evidence so far of serious games that have been created based on relevant and current need analysis from higher education institution teachers, professional practitioners and students themselves. Therefore, the aim of this current paper is to analyze the needs of higher education institution educators with special emphasis on their needs, the applicability of serious games in their classrooms, and exploring options for the development of a customizable serious game framework. The paper undertakes to analyze workshop discussions on implementing serious games in education and propose a customizable serious game framework applicable in the education of the new generation. Research results show that the most important feature of a serious game is its customizability. The fact that practitioners are able to manage different scenarios and upload their own content to a game seems to be a key to the increasingly widespread application of serious games in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education" title="Education">Education</a>, <a href="https://publications.waset.org/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/search?q=game-based%20learning" title=" game-based learning"> game-based learning</a>, <a href="https://publications.waset.org/search?q=serious%20games." title=" serious games."> serious games.</a> </p> <a href="https://publications.waset.org/10010326/developing-a-customizable-serious-game-and-its-applicability-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010326/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010326/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010326/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010326/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010326/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010326/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010326/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010326/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010326/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010326/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010326.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">881</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Gamification of eHealth Business Cases to Enhance Rich Learning Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kari%20Bj%C3%B6rn">Kari Björn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction of games has expanded the application area of computer-aided learning tools to wide variety of age groups of learners. Serious games engage the learners into a real-world -type of simulation and potentially enrich the learning experience. Institutional background of a Bachelor’s level engineering program in Information and Communication Technology is introduced, with detailed focus on one of its majors, Health Technology. As part of a Customer Oriented Software Application thematic semester, one particular course of “eHealth Business and Solutions” is described and reflected in a gamified framework. Learning a consistent view into vast literature of business management, strategies, marketing and finance in a very limited time enforces selection of topics relevant to the industry. Health Technology is a novel and growing industry with a growing sector in consumer wearable devices and homecare applications. The business sector is attracting new entrepreneurs and impatient investor funds. From engineering education point of view the sector is driven by miniaturizing electronics, sensors and wireless applications. However, the market is highly consumer-driven and usability, safety and data integrity requirements are extremely high. When the same technology is used in analysis or treatment of patients, very strict regulatory measures are enforced. The paper introduces a course structure using gamification as a tool to learn the most essential in a new market: customer value proposition design, followed by a market entry game. Students analyze the existing market size and pricing structure of eHealth web-service market and enter the market as a steering group of their company, competing against the legacy players and with each other. The market is growing but has its rules of demand and supply balance. New products can be developed with an R&D-investment, and targeted to market with unique quality- and price-combinations. Product cost structure can be improved by investing to enhanced production capacity. Investments can be funded optionally by foreign capital. Students make management decisions and face the dynamics of the market competition in form of income statement and balance sheet after each decision cycle. The focus of the learning outcome is to understand customer value creation to be the source of cash flow. The benefit of gamification is to enrich the learning experience on structure and meaning of financial statements. The paper describes the gamification approach and discusses outcomes after two course implementations. Along the case description of learning challenges, some unexpected misconceptions are noted. Improvements of the game or the semi-gamified teaching pedagogy are discussed. The case description serves as an additional support to new game coordinator, as well as helps to improve the method. Overall, the gamified approach has helped to engage engineering student to business studies in an energizing way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Engineering%20education" title="Engineering education">Engineering education</a>, <a href="https://publications.waset.org/search?q=integrated%20curriculum" title=" integrated curriculum"> integrated curriculum</a>, <a href="https://publications.waset.org/search?q=learning%20experience" title=" learning experience"> learning experience</a>, <a href="https://publications.waset.org/search?q=learning%20outcomes." title=" learning outcomes."> learning outcomes.</a> </p> <a href="https://publications.waset.org/10008354/gamification-of-ehealth-business-cases-to-enhance-rich-learning-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008354/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008354/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008354/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008354/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008354/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008354/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008354/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008354/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008354/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008354/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">957</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> The Price of Knowledge in the Times of Commodification of Higher Education: A Case Study on the Changing Face of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Joanna%20Peksa">Joanna Peksa</a>, <a href="https://publications.waset.org/search?q=Faith%20Dillon-Lee"> Faith Dillon-Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Current developments in the Western economies have turned some universities into corporate institutions driven by practices of production and commodity. Academia is increasingly becoming integrated into national economies as a result of students paying fees and is consequently using business practices in student retention and engagement. With these changes, pedagogy status as a priority within the institution has been changing in light of these new demands. New strategies have blurred the boundaries that separate a student from a client. This led to a change of the dynamic, disrupting the traditional idea of the knowledge market, and emphasizing the corporate aspect of universities. In some cases, where students are seen primarily as a customer, the purpose of academia is no longer to educate but sell a commodity and retain fee-paying students. This paper considers opposing viewpoints on the commodification of higher education, reflecting on the reality of maintaining a pedagogic grounding in an increasingly commercialized sector. By analysing a case study of the Student Success Festival, an event that involved academic and marketing teams, the differences are considered between the respective visions of the pedagogic arm of the university and the corporate. This study argues that the initial concept of the event, based on the principles of gamification, independent learning, and cognitive criticality, was more clearly linked to a grounded pedagogic approach. However, when liaising with the marketing team in a crucial step in the creative process, it became apparent that these principles were not considered a priority in terms of their remit. While the study acknowledges in the power of pedagogy, the findings show that a pact of concord is necessary between different stakeholders in order for students to benefit fully from their learning experience. Nevertheless, while issues of power prevail and whenever power is unevenly distributed, reaching a consensus becomes increasingly challenging and further research should closely monitor the developments in pedagogy in the UK higher education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Economic%20pressure" title="Economic pressure">Economic pressure</a>, <a href="https://publications.waset.org/search?q=commodification" title=" commodification"> commodification</a>, <a href="https://publications.waset.org/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/search?q=public%20service" title=" public service"> public service</a>, <a href="https://publications.waset.org/search?q=marketization." title=" marketization."> marketization.</a> </p> <a href="https://publications.waset.org/10011401/the-price-of-knowledge-in-the-times-of-commodification-of-higher-education-a-case-study-on-the-changing-face-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011401/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011401/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011401/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011401/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011401/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011401/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011401/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011401/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011401/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011401/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011401.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">731</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Designing a Socio-Technical System for Groundwater Resources Management, Applying Smart Energy and Water Meter</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20Mahdi%20Sadatmansouri">S. Mahdi Sadatmansouri</a>, <a href="https://publications.waset.org/search?q=Maryam%20Khalili"> Maryam Khalili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>World, nowadays, encounters serious water scarcity problem. During the past few years, by advent of Smart Energy and Water Meter (SEWM) and its installation at the electro-pumps of the water wells, one had believed that it could be the golden key to address the groundwater resources over-pumping issue. In fact, implementation of these Smart Meters managed to control the water table drawdown for short; but it was not a sustainable approach. SEWM has been considered as law enforcement facility at first; however, for solving a complex socioeconomic problem like shared groundwater resources management, more than just enforcement is required: participation to conserve common resources. The well owners or farmers, as water consumers, are the main and direct stakeholders of this system and other stakeholders could be government sectors, investors, technology providers, privet sectors or ordinary people. Designing a socio-technical system not only defines the role of each stakeholder but also can lubricate the communication to reach the system goals while benefits of each are considered and provided. Farmers, as the key participators for solving groundwater problem, do not trust governments but they would trust a fair system in which responsibilities, privileges and benefits are clear. Technology could help this system remained impartial and productive. Social aspects provide rules, regulations, social objects and etc. for the system and help it to be more human-centered. As the design methodology, Design Thinking provides probable solutions for the challenging problems and ongoing conflicts; it could enlighten the way in which the final system could be designed. Using Human Centered Design approach of IDEO helps to keep farmers in the center of the solution and provides a vision by which stakeholders’ requirements and needs are addressed effectively. Farmers would be considered to trust the system and participate in their groundwater resources management if they find the rules and tools of the system fair and effective. Besides, implementation of the socio-technical system could change farmers’ behavior in order that they concern more about their valuable shared water resources as well as their farm profit. This socio-technical system contains nine main subsystems: 1) Measurement and Monitoring system, 2) Legislation and Governmental system, 3) Information Sharing system, 4) Knowledge based NGOs, 5) Integrated Farm Management system (using IoT), 6) Water Market and Water Banking system, 7) Gamification, 8) Agribusiness ecosystem, 9) Investment system.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Design%20Thinking" title="Design Thinking">Design Thinking</a>, <a href="https://publications.waset.org/search?q=Human%20Centered%20Design" title=" Human Centered Design"> Human Centered Design</a>, <a href="https://publications.waset.org/search?q=participatory%20management" title=" participatory management"> participatory management</a>, <a href="https://publications.waset.org/search?q=Smart%20Energy%20and%20Water%20Meter%20%28SEWM%29" title=" Smart Energy and Water Meter (SEWM)"> Smart Energy and Water Meter (SEWM)</a>, <a href="https://publications.waset.org/search?q=socio-technical%20system" title=" socio-technical system"> socio-technical system</a>, <a href="https://publications.waset.org/search?q=water%20table%20drawdown" title=" water table drawdown"> water table drawdown</a>, <a href="https://publications.waset.org/search?q=Internet%20of%20Things" title=" Internet of Things"> Internet of Things</a>, <a href="https://publications.waset.org/search?q=Gamification" title=" Gamification"> Gamification</a> </p> <a href="https://publications.waset.org/10008945/designing-a-socio-technical-system-for-groundwater-resources-management-applying-smart-energy-and-water-meter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008945/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008945/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008945/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008945/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008945/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008945/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008945/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008945/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008945/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008945/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008945.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">803</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Start Talking in an e-Learning Environment: Building and Sustaining Communities of Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Melissa%20C.%20LaDuke">Melissa C. LaDuke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this targeted analysis was to identify the use of online communities of practice (CoP) within e-learning environments as a method to build social interaction and student-centered educational experiences. A literature review was conducted to survey and collect scholarly thoughts concerning CoPs from a variety of sources. Data collected included best practices, ties to educational theories, and examples of online CoPs. Social interaction has been identified as a critical piece of the learning infrastructure, specifically for adult learners. CoPs are an effective way to help students connect to each other and the material of interest. The use of CoPs falls in line with many educational theories, including situated learning theory, social constructivism, connectivism, adult learning theory, and motivation. New literacies such as social media and gamification can help increase social interaction in online environments and provide methods to host CoPs. Steps to build and sustain a CoP were discussed in addition to CoP considerations and best practices.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Community%20of%20practice" title="Community of practice">Community of practice</a>, <a href="https://publications.waset.org/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/search?q=social%20interaction" title=" social interaction"> social interaction</a>, <a href="https://publications.waset.org/search?q=online%20course%20design" title=" online course design"> online course design</a>, <a href="https://publications.waset.org/search?q=new%20literacies." title=" new literacies."> new literacies.</a> </p> <a href="https://publications.waset.org/10013176/start-talking-in-an-e-learning-environment-building-and-sustaining-communities-of-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013176/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013176/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013176/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013176/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013176/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013176/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013176/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013176/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013176/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013176/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">225</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> A Case Study of Mobile Game Based Learning Design for Gender Responsive STEM Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Raluca%20Ionela%20Maxim">Raluca Ionela Maxim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Designing a gender responsive Science, Technology, Engineering and Mathematics (STEM) mobile game based learning solution (mGBL) is a challenge in terms of content, gamification level and equal engagement of girls and boys. The goal of this case study was to research and create a high-fidelity prototype design of a mobile game that contains role-models as avatars that guide and expose girls and boys to STEM learning content. For this research purpose it was applied the methodology of design sprint with five-phase process that combines design thinking principles. The technique of this methodology comprises smart interviews with STEM experts, mind-map creation, sketching, prototyping and usability testing of the interactive prototype of the gender responsive STEM mGBL. The results have shown that the effect of the avatar/role model had a positive impact. Therefore, by exposing students (boys and girls) to STEM role models in an mGBL tool is helpful for the decreasing of the gender inequalities in STEM fields.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Design%20thinking" title="Design thinking">Design thinking</a>, <a href="https://publications.waset.org/search?q=design%20sprint" title=" design sprint"> design sprint</a>, <a href="https://publications.waset.org/search?q=gender-responsive%20STEM%20education" title=" gender-responsive STEM education"> gender-responsive STEM education</a>, <a href="https://publications.waset.org/search?q=mobile%20game%20based%20learning" title=" mobile game based learning"> mobile game based learning</a>, <a href="https://publications.waset.org/search?q=role-models." title=" role-models."> role-models.</a> </p> <a href="https://publications.waset.org/10011839/a-case-study-of-mobile-game-based-learning-design-for-gender-responsive-stem-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011839/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011839/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011839/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011839/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011839/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011839/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011839/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011839/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011839/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011839/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011839.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1373</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Designing for Experience-Based Tourism: A Virtual Tour in Tehran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Maryam%20Khalili">Maryam Khalili</a>, <a href="https://publications.waset.org/search?q=Fateme%20Ghanei"> Fateme Ghanei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>As one of the most significant phenomena of industrialized societies, tourism plays a key role in encouraging regional developments and enhancing higher standards of living for local communities in particular. Traveling is a formative experience endowed with lessons on various aspects of life. It allows us learning how to enhance the social position as well as the social relationships. However, people forget the need to travel and gain first-hand experiences as they have to cope with the ever-increasing rate of stress created by the disorders and routines of the urban dwelling style. In this paper, various spaces of such experiences were explored through a virtual tour with two underlying aims: 1) encouraging, informing, and educating the community in terms of tourism development, and 2) introducing a temporary release from the routines. This study enjoyed a practical-qualitative research methodology, and the required data were collected through observation and using a multiple-response questionnaire. The participants (19-48 years old) included 41 citizens of both genders (63.4% male and 36.6% female) from two regions in Tehran, selected by cluster-probability sampling. The results led to development of a spatial design for a virtual tour experience in Tehran where different areas are explored to both raise people’s awareness and educate them on their cultural heritage.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Ecotourism" title="Ecotourism">Ecotourism</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/search?q=social%20interaction" title=" social interaction"> social interaction</a>, <a href="https://publications.waset.org/search?q=urban%20design" title=" urban design"> urban design</a>, <a href="https://publications.waset.org/search?q=virtual%20tour." title=" virtual tour."> virtual tour.</a> </p> <a href="https://publications.waset.org/10007372/designing-for-experience-based-tourism-a-virtual-tour-in-tehran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007372/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007372/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007372/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007372/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007372/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007372/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007372/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007372/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007372/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007372/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007372.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1521</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Bilingual Gaming Kit to Teach English Language through Collaborative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sarayu%20Agarwal">Sarayu Agarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper aims to teach English (secondary language) by bridging the understanding between the Regional language (primary language) and the English Language (secondary language). Here primary language is the one a person has learned from birth or within the critical period, while secondary language would be any other language one learns or speaks. The paper also focuses on evolving old teaching methods to a contemporary participatory model of learning and teaching. Pilot studies were conducted to gauge an understanding of student’s knowledge of the English language. Teachers and students were interviewed and their academic curriculum was assessed as a part of the initial study. Extensive literature study and design thinking principles were used to devise a solution to the problem. The objective is met using a holistic learning kit/card game to teach children word recognition, word pronunciation, word spelling and writing words. Implication of the paper is a noticeable improvement in the understanding and grasping of English language. With increasing usage and applicability of English as a second language (ESL) world over, the paper becomes relevant due to its easy replicability to any other primary or secondary language. Future scope of this paper would be transforming the idea of participatory learning into self-regulated learning methods. With the upcoming govt. learning centres in rural areas and provision of smart devices such as tablets, the development of the card games into digital applications seems very feasible.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20as%20a%20second%20language" title="English as a second language">English as a second language</a>, <a href="https://publications.waset.org/search?q=vocabulary-building" title=" vocabulary-building"> vocabulary-building</a>, <a href="https://publications.waset.org/search?q=learning%20through%20gamification." title=" learning through gamification."> learning through gamification.</a> </p> <a href="https://publications.waset.org/10004403/bilingual-gaming-kit-to-teach-english-language-through-collaborative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004403/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a 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