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首页> 外文会议>International Technology, Education and Development Conference >(1896) DATA ANALYSIS AND LEARNING ANALYTICS FOR MEASURE EFFECTS OF GAMIFICATION IN A MATH ONLINE PROJECT
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(1896) DATA ANALYSIS AND LEARNING ANALYTICS FOR MEASURE EFFECTS OF GAMIFICATION IN A MATH ONLINE PROJECT

机译：（1896）在数学在线项目中测量游戏效果的数据分析和学习分析

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Nowadays the use of the information and communication technologies (ICT) is more and more common in the learning and teaching process. Modern forms of education have risen and these require the implementation of new learning paradigms: situated cognition, student-centred learning, distributed cognition, constructivism, and communities of practice, among others. However there is an important problem that concerns educators, the lack of student motivation and engagement in education, especially in the e-learning environment (Online Education, Online Courses), where the motivation and the active role of students are definitely the key. Therefore, the interest of researchers in the subject of gamification, which main pillars are motivation, progressiveness and instant feedback, has increased. Furthermore, influence of gamification, depending on utilized components (challenge, curiosity, competion, recognition, etc) may have different effects on students. Thus, there is a need of deeper understanding of dependencies between engagement and implemented gamification elements. The goal of such analysis could be personalization of an e-learning system based on a model that enables management of gamification process individually for every student. The purpose of this paper is to investigate how gamification affects a Mathematics Online Course that is using this model as a pedagogical strategy. It relates such strategy with active learning practices and discusses its effectiveness, investigating how gamification can motivate students to participate more deeply and even to change their self-concept as learners. Moreover, the learning analytics and data analysis shows that implementation of the gamification components contributes to the engagement of students in an e-learning environment, having a positive impact on the final grade.
机译：如今，在学习和教学过程中，使用信息和通信技术（ICT）更为常见。现代教育形式上升，这些形式需要实施新的学习范式：位于认知，以学生为中心的学习，分布式认知，建构主义和惯例社区等。然而，有一个重要的问题涉及教育者，缺乏学生的动力和教育参与，特别是在电子学习环境（在线教育，在线课程），在那里学生的动机肯定是关键。因此，主要支柱是动机，逐次和瞬间反馈的主题中的研究人员的兴趣增加。此外，根据利用组件（挑战，好奇心，能力，识别等）对游戏的影响可能对学生产生不同的影响。因此，需要更深入地了解参与和实现的游戏元件之间的依赖性。这种分析的目标可能是基于一个基于一个模型的电子学习系统的个性化，以便为每个学生单独管理游戏处理过程。本文的目的是调查游戏化如何影响使用该模型作为教学策略的数学在线课程。它将这样的战略与积极的学习实践相关并讨论其有效性，调查游戏化如何激励学生更深入地参与，甚至将自我概念改变为学习者。此外，学习分析和数据分析表明，游戏处理组件的实施有助于学生在电子学习环境中的参与，对最终成绩产生积极影响。

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