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Adaptive Learning Strategies with Gamification to Enhance Learning Engagement

机译:游戏化的自适应学习策略可增强学习参与度

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Background/Objectives: In an adaptive learning strategy, the educator will decide what to teach manage and engage a student. Then, a student will get learning activities that suit their intelligence. Gamification is not an integral part of adaptive learning. However, adaptive learning using gamification can successfully organize to increase learning engagement. Methods/Statistical analysis: There are five phases involved in this study: (i) Determining Student Intelligence; (ii) Defining Learning Goal; (iii) Structuring Learner Experience; (iv) Analyze Suitable Game Elements and (v) Heutagogy Design Process. This study is designed for TVET students to collaborate, share the idea and discuss related issues to the context of the subject. This promotes critical thinking and communication skills among students. Participants involved in this study are undergraduate students from two TVET institutions in Malaysia. Findings: The findings demonstrate that students learn better and enhance students’ engagement. Activities in the class used real projects as an alternative assessment. Students won several awards. Improvements/Applications: Through e-Learning competition, give students opportunities to reflect their learning in order to help them develop critical thinking skills.
机译:背景/目标:在适应性学习策略中,教育者将决定教授什么内容,以管理和吸引学生。然后,学生将获得适合自己智力的学习活动。游戏化不是适应性学习的组成部分。但是,使用游戏化的自适应学习可以成功地组织起来以增加学习参与度。方法/统计分析:本研究涉及五个阶段:(i)确定学生的智力; (ii)确定学习目标; (iii)构建学习者体验; (iv)分析合适的游戏元素,以及(v)Heutagogy设计过程。这项研究旨在让TVET学生进行协作,分享想法并讨论与该主题相关的问题。这样可以提高学生的批判性思维和沟通能力。参与这项研究的参与者是马来西亚两个TVET机构的本科生。调查结果:调查结果表明,学生学习得更好,并增强了他们的参与度。课堂上的活动使用实际项目作为替代评估。学生获得了多个奖项。改进/应用程序:通过电子学习竞赛,使学生有机会反映他们的学习,以帮助他们发展批判性思维能力。

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