Search results - CEJSH

1

KAHOOT IT OR NOT? CAN GAMES BE MOTIVATING IN LEARNING GRAMMAR?

100%

Zarzycka-Piskorz E.

Teaching English with Technology

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2016

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vol. 16

|

issue 3

17-36

EN

Gamification is not a very new concept. It is the use of game elements and game design techniques in a non-game context. It is used in various contexts for various purposes. There is strong evidence that shows the relationship between game playing and increased motivation. More and more learning games emerge and bring a promise to help to learn a language. There are certain game elements that could be used in non-game contexts to trigger effective player engagement as well as persistence and motivation to win/learn. The paper outlines the influence of specific game elements onto players, presents the motivational aspects of game involvement, and investigates what game elements could be responsible for increasing motivation to participate and engage in a grammar learning game. All of these are investigated on the example of a Kahoot.it online game, which was used with the General English language course students attending the classes in The Modern Languages Centre at the Pedagogical University, Cracow, Poland. The main objective of the research paper is to observe and assess how the students’ motivation increases – if – to learn and practise grammar and how effective this mode of learning is. It also presents the teachers’ evaluation of the design process, its implementation and recommendations for further use.

2

Grywalizacja – wykorzystanie elementów gier do modyfikowania zachowań ludzi

100%

Jankowski M.

Nauki Społeczne

|

2013

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issue 2 (8)

139-155

EN

This article provides information about possible usage of mechanisms known from games in issues that are not related to games. A relatively new phenomenon, which still does not have its official name in Polish language, has recently become more popular. At the beginning of this article one will find the description of the main changes that have led to the increase of interest of this phenomenon. Next the definition of gamification, together with the description of its main features, will be provided. The final part contains the set of rules, which every system that is implementing gamification elements should contain. There is also a list of threats that should be omitted. Together with theoretical description, examples that show already implemented systems are presented in this paper.

3

AirBaltic Case Based Analysis of Potential for Improving Employee Engagement Levels in Latvia through Gamification

100%

Ērgle D.

Economics and Business

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2016

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vol. 28

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issue 1

45-51

EN

In 2014, airBaltic Corporation introduced a gamified electronic platform called Forecaster with a purpose to increase its employee engagement. The article considers the approach used by the organisation, analyses results, advantages and drawbacks of the organisation, and mainly formulates recommendations for the organisation in order to improve impact on employee engagement through gamification. As a result of the research, the author proposes 8 steps that are useful and applicable to any organisation, and as such those may serve a broader purpose than just improving airBaltic Forecaster tool. The objective of the paper is to draw learnings and put forward suggestions for the organisations in Latvia that are concerned with improving their employee engagement and demonstrate how gamification can be helpful in their endeavour.

4

Elementy grywalizacji w mediacjach gospodarczych – studium przypadku

100%

Chmielewski K.

Homo Ludens

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2017

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issue 1(10)

27-44

PL

Artykuł stanowi zaproszenie do rozważań na temat możliwości i celowości używania grywalizacji w mediacjach gospodarczych w polskiej rzeczywistości społeczno-prawnej. Opiera się na prezentacji autorskiego narzędzia grywalizacyjnego i na badaniach nad postępowaniami mediacyjnymi z jego zastosowaniem. Autor stawia hipotezę o wysokiej użyteczności elementów grywalizacji w mediacjach gospodarczych ze względu na zwiększanie – przez te elementy – jakości procesów komunikacji i zaangażowania stron w budowanie porozumienia. Tekst jest raportem z prawdopodobnie pierwszego w Polsce studium przypadków użycia elementu grywalizacji w mediacjach gospodarczych. Poprzez analizę 19 przykładów postępowań tego rodzaju, w których stosowano jedno narzędzie grywalizacyjne, autor – zarazem mediator prowadzący te postępowania – wskazuje pewne prawidłowości, mające zweryfikować słuszność stawianej hipotezy, i wysnuwane z nich wnioski. Jakkolwiek skala studium jest zbyt mała, żeby uznać je za miarodajne, ma ono otworzyć dyskurs naukowy na temat możliwości wykorzystania grywalizacji w alternatywnych metodach rozwiązywania sporów, jak również wskazać potencjalne trudności i niebezpieczeństwa przy pracy badawczej nad opisywanym zagadnieniem.

EN

The aim of the article is to serve as an invitation into the discourse of the possibility as well as appropriateness of using gamification as an effective mediation strategy in the Polish social and legal settings. The article is based on a case study with the use of the author’s gamification tool. The author presents the hypothesis that gamification can prove a great asset in commercial mediation by enhancing communication flows between both parties, as well as increasing their engagement in striving for building mutual understanding. The article is a report of probably the first Polish case study using the elements of gamification to aid in the resolution of economic disputes. The author of the article, at the same time the mediator in all 19 studied proceedings, attempts to show certain correlations between cases, using the same gamification strategy in an attempt to verify the validity of the hypothesis. Although the range of the case study is far too narrow to offer a full and objective overview of the subject, it is an attempt to open a forum for discussion on further implementation of gamification as a tool in alternative mediation strategies, as well as an attempt to outline the risks and pitfalls of its scientific study.

5

Leveraging gamification into EFL grammar class to boost student engagement

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Ardi P., Rianita E.

Teaching English with Technology

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2022

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vol. 22

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issue 2

90-114

EN

Student engagement is paramount for the success of EFL learning. This paper explores how the leverage of a game-based learning platform, Kahoot!, into EFL grammar learning and teaching boosted student engagement. One grammar lecturer and 22 English-major students participated in this qualitative case study. Data were obtained through observations, reflective journals, and interviews. The results revealed that the platform enhanced student engagement in EFL grammar learning in six ways, namely enabling students to set goals, helping students focus more on the tasks, facilitating students to build enthusiasm and interest in learning, allowing students to experience playful learning activities, facilitating students to collaborate with their friends, and fulfilling students’ need of reward and sense of competition. The students were also reported to exhibit behavioral, cognitive, and emotional dimensions of engagement during the implementation of Kahoot!. The findings have important implications for EFL grammar learning and teaching. In addition to the affordances of Kahoot!, teachers are still central to the implementation of the platform to engage the students in EFL grammar learning.

6

Contemporary trends in the area of recruitment of employees as internal stakeholders of the organization

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Bombiak E., Wereda W.

Zeszyty Naukowe UPH seria Administracja i Zarządzanie

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2017

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vol. 41

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issue 114

181-196

PL

In the era of increased competition for employees, and deepening the deficit of specialistsin the labour market (brain drain) businesses are looking for new forms and tools of recruitment andtheir optimal compilation to win the most valuable specialists. Prospective employers must act quicklyand be flexible; otherwise they lose valuable talents to other companies. This forces change in the approachto recruitment and results in the emergence of new forms and tools to attract valuable candidates,seen as internal stakeholders of the organization and encourages them to apply for a position.

7

Gamification – the key to in-depth exploration of consumer behavior in market research

100%

Ścibor-Rylski M.

Annales Universitatis Mariae Curie-Skłodowska, sectio H – Oeconomia

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2019

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vol. 53

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issue 1

EN

Theoretical background: Games are used in various fields beyond pure entertainment: education, health services or human resources. They are also considered one of the most rapidly growing trends in marketing. Using gamifiation to engage the consumer and increase his loyalty is commonly used in nearly all product categories. Playing games is fun and companies use it to attract and involve the consumers in their brands’ activities. In addition, the role of gamification in market research is increasing. It helps to understand consumer behaviour by inducing a more natural mood in the survey process, and increasing engagement and the cognitive accessibility of often hidden information. The effectiveness of gamification requires systematic verifiation in the experimental research. Researchers indicate the positive effect of gamified research on respondents’ engagement and efficiency.Purpose of the article: This article presents the current state of knowledge in the field of gamification in market research. Its main purpose is to share the author’s own research results which are the replication of former results showing the positive effects of gamified tasks used in surveys.Research methods: An experiment was conducted to verify the hypotheses regarding the increased effectiveness of gamified tasks compared to the regular approach as well as to the well-known projective techniques. A total of 132 participants were split into three groups: control, experimental 1 (projective techniques or simple gamification – addition of extra rules to regular questions) and experimental 2 (more complex, narrative and contextual tasks based on gamification).Main findings: The hypothesis was confirmed and the former effects were replicated – gamified tasks increase the respondents’ effectiveness compared to the standard tasks and also compared to the use of the well-known projective techniques.

8

Grywalizacja w zarządzaniu zasobami ludzkimi w przedsiębiorstwie

100%

Misztal A.

Nauki o Zarządzaniu

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2015

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issue 3 (24)

91-103

EN

The aim of this paper is to show gamification as a method of human resources management in enterprises. Human resources are one of the factors of production, in addition to land, capital and organization, having a substantial impact on the functioning and development of a company. It is necessary to motivate employees and to create conditions for the best possible working environment. Mangers should use modern and adapted to the market situation activation methods and techniques of employees to function in the organization. One of the methods to motivate employees and encourage them to make the often difficult issues and to participate in the life of the company is gamification. It is a kind of transfer issues related to land management of human resources. The starting point for the discussion will outline the issues related to the management of human resources in an enterprise. The main part of the article will be devoted to the issues of gamification and examples of its use in selected business entities.

9

HANNA – a gamified digital supplementary course material developed to help socially disadvantaged pupils learn English

100%

Szabó F., Abari K., Balajthy D., Polonyi T.

Teaching English with Technology

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2022

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vol. 22

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issue 2

51-68

EN

When it comes to language learning and teaching, one of the major issues that needs to be tackled is the large differences between students in terms of school performance, especially socially disadvantaged children who tend to lag behind their peers. Research on language teaching tends to focus on the average learner, thus leaving little room for students living and learning in low socio-economic regions (low SES). Central Europe, and particularly Hungary, displays one of the most considerate gaps in education, where disadvantaged regions and schools often underperform on the national curriculum tests. Innovation, alternative pedagogical methodologies and different mindset in teaching can bring about enhanced motivation, especially by employing digital devices and the elements of gamification. The purpose of our study is to introduce a new, tablet-based digital language course programme (HANNA), developed specifically for socially disadvantaged pupils in grades 5-7, which draws upon the teacher’s role as a facilitator. The paper explains and describes the factors that contributed to designing the structure of HANNA, along with the organisation of the programme and the gamified elements that are meant to motivate students, thus providing an insight into material development specifically for disadvantaged pupils.

10

The effect of computer-assisted gamified learning on students' attitudes and progress in advanced grammar class

100%

Turula A.

Teaching English with Technology

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2021

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vol. 21

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issue 3

3-17

EN

The paper looks at how an eclectic, gamified course design affects student attitudes to learning grammar as well as how effective such a design is in terms of final-exam results. Described and discussed here is a 2-year study investigating such digital enhancement in a Practical Grammar class. Carried out as experimental, the study involved 2 groups of first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first research group (N1e=14), which underwent the treatment in the academic year 2016/2017, the traditional grammar class was replaced with a quasi- experimental instruction including elements of gamification, digital input flooding (including pull and push presentation techniques) and enhancement as well as collaborative (structure flashcards and grammar memes) and exploratory (structure samples from multimedia) learning of grammar. At the end of the course, the students’ result of the final grammar test were gathered and compared with the results of the population of first-year students (N1c=113) in whose case the traditional treatment (lecture on rules plus practice in class; practice at home). Additionally the students’ attitudes towards various aspects of the experiment were checked with a survey. The same treatment was repeated (N2e=13; N2c=78) in the academic year 2017/2018. Data analysis shows that while the experimental treatment proved equally effective examwise, various factors, such as learner individual differences and material specificity need to be taken into account.

11

Triggering students’ learning autonomy using the combination of m-learning and gamification: a case study at Nguyen Tat Thanh University

100%

Le Nhat Pham L., Tan Nguyen H., Thi Kieu Le V.

Teaching English with Technology

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2021

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vol. 21

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issue 2

66-91

EN

M-learning is usually thought of as based on videos, digital materials, and high technology. Nonetheless, it is not a complete perspective of this new educational trend. Mobile devices with many functions can be an effective tool to support learning. Furthermore, learners nowadays, who were born in the 4.0 movement, are more familiar with mobile devices than notebooks. They spend much time on their mobile phones interacting on social media and playing mobile games. Hence, if educators can integrate those interests into traditional lesson plans, added value would appear for learners’ academic performance and learner autonomy. This paper proposes the idea of combining m-learning, gamification, and other factors influencing learning motivation into a mobile application to reinforce students’ learner autonomy. With a case study at Nguyen Tat Thanh University, we take a closer look at the effectiveness of the application on students’ language acquisition and a detailed description of how to best use the application along with lessons at schools. Using experimental methods with surveys and tests, this paper draws a bonding connection between students’ personal interest in the subject and their performance. The study provides thoughtful insights into utilizing m-learning and gamification to improve students’ learner autonomy and modernize language learning classrooms in this technological context.

12

Wykorzystanie gier narracyjno-fabularnych w formie psychoterapii

100%

Fiałkowski M.

Alcumena. Pismo Interdyscyplinarne

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2020

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issue 3(3)

51-61

EN

The article deals with the therapeutic possibilities of narrative-fiction games and the previously known cases of their use in practice. The author strives to present arguments for the use of these games in the form of treatment, and will also look at their positive therapeutic aspects, but also possible risks associated with the incorrect use of this form in psychotherapy. The data on the therapeutic value of these games presented in the article will be represented by the previous experiences of scientists in this area of research, as well as the author’s personal experiences while working on creating this form of a game.

13

The potential of location-based gamification apps for promoting Sofia as a tourist destination

88%

Mileva S., Assenova M., Petrov E., Gyaurova V.

Turyzm

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2021

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vol. 31

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issue 1

21-27

EN

The main aim of the research is to identify the potential of location-based gamification apps for promoting tourist destinations. The specific goal is to investigate and evaluate the existing gamified apps for Sofia and reveal their potential as a marketing tool for enhancing the capital as a tourist destination. The study is based on a literature review on the topic and desk research of the available location-based gamification apps for promoting Sofia as a tourist destination thus allowing a comparative analysis of the main attributes of the gamified apps to be made. The qualitative research technique of using key informants is also applied, providing an expert source of information and a deeper insight into current and potential practices in the research area and their effectiveness. The results indicate that this has the greatest potential for further engagement of users and the co-creation of products and services as well as for raising awareness of the destination. The main limitations are related to the fact that they are a relatively new and little-known marketing tool in the field of tourism, and this predetermines a lack of sufficient knowledge and experience for their use for promotional purposes.

14

Gamification of academic courses. Game of commitment

88%

Bieńkowska J.

International Journal of Pedagogy, Innovation and New Technologies

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2019

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vol. 6(2)

65-71

EN

The aim of the article is to present the idea of gamification of academic courses as well as strategies and tools for the game between the lecturer and students, thanks to which a cascading building-up of motivation to study actively will be possible. To achieve this goal, the article uses the concepts contained in the scientific literature devoted to the idea of gamification, the contents of student essays addressing the issue of effective ways to motivate an involved participation in classes and personal experience of the author of the article in applying the elements of games in the teaching process. The results of the deliberations presented in the article and the conclusions formulated on their basis draw attention primarily to the need to introduce innovations into the teaching of academic courses. Methodically properly designed courses, based on the idea of gamification, can fulfil the essential purpose of teaching, which is to stimulate involvement in the process of studying in the modern generation of students - a generation whose way of life is determined by the virtual space, saturation with stimuli, and the need to be noticed in a crowd. Usability of gamification, beyond the desire to develop in students the need for knowledge and understanding, also results from the possibility of building lasting social relations between the lecturer and students which can pay off, through tutor relations, with further cooperation in the realization of joint projects.

15

“CREATING A COMIC STRIP IS VERY CREATIVE AND THANKS TO IT WE LEARN AND REMEMBER” – STUDENT PERCEPTIONS OF A BIOLOGY CHALLENGE IN A GAMIFIED EXTRACURRICULAR CLIL PROJECT

88%

Pitura J., Chmielarz D.

Teaching English with Technology

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2017

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vol. 17

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issue 3

77-95

EN

Upper-secondary school students must prepare for adult life, which – among others – entails acquiring relevant skills and discovering their own potential. Efforts at European and national levels have been made to ensure that students gain the competences, the so-called key competences, which facilitate functioning in the modern world. However, in Polish upper-secondary schools their overall development may be problematic as schoolwork is heavily exam-oriented. In order to address this challenge, a study was undertaken, the aim of which was to investigate the usefulness and feasibility of applying gamification to an extracurricular CLIL project intended to develop key competences in an upper-secondary school. The paper reports on one part of this study, i.e. on how a biology challenge (two tasks) was designed, implemented and evaluated. The results show educational and emotional gains, suggesting the motivational effect of gamification in learning.

16

Potencjał urządzeń mobilnych i gamifikacji w usługach edukacyjnych

88%

Badzińska E.

Informatyka Ekonomiczna

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2014

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issue 2(32)

249-261

XX

Significant civilization changes resulting in the formation of a network society, involve a need to seek new and more effective models of education utilizing the potential of new media. The study area − the use of ICT in educational services − has been limited to the identification and analysis activities in support of search and selection of necessary information. The purpose of this article is to identify the tools and mechanisms used primarily in virtual space, which allow for an increase of motivation of learners and the perception of knowledge, and hence, achieving the desired educational goals. The article was developed based on a review which had been conducted regarding services and educational applications proving the effectiveness of using the mechanism of gamification and mobile devices in education and on the basis of the results of qualitative research conducted by the author at the time of the scientific research internship in a consulting and training enterprise. The publication is of research and analysis character and can provide a contribution to the in-depth empirical research.

17

The use of active learning methods to stimulate student activity in the online course

88%

Rybalko I., Bukrieieva O., Skrypnyk N.

e-mentor

|

2020

|

issue 4 (86)

47-53

EN

The development of innovations and related changes in the labor market, as well as Ukraine’s aspiration toward Euro integration, have led to the need for transformation of teaching media and methods in higher education. The consequence of this is a massive transition to e-learning, both in the native language and in English, which, however, creates psychological and pedagogical problems. These are difficulties for students with self-organization and self-training, establishing interpersonal contacts, maintaining the motivation to learn, and meeting a certain level of foreign language proficiency.The problems for teachers include the need to develop new teaching methods and technologies, changing the role of the teacher and the methods of interaction between participants in the educational process. The article presents the experience of mitigating these problems in the online course, “Fundamentals of Vehicle Certification” in Ukrainian and English by using active learning methods, innovative methods of motivation, and organization of reflection and communication, presenting some sections both in the native and foreign language. The introduction of this course into the educational process in the extramural form of education showed that the methods proposed by the authors reduced these problems, while the number of A and B grades increased. In addition, it was concluded that the effective use of online courses requires their preliminary approbation and further improvement, taking into account the characteristics of the discipline, experience and goals of the students.

18

ENHANCEMENT OF PERFORMANCE AND MOTIVATION THROUGH APPLICATION OF DIGITAL GAMES IN AN ENGLISH LANGUAGE CLASS

88%

Wichadee S., Pattanapichet F.

Teaching English with Technology

|

2018

|

vol. 18

|

issue 1

77-92

EN

The study was conducted to find out what impact a digital game had on students’ learning performance and motivation. A quasi-experimental study was performed with two groups of students. The experimental group was taught using the digital game Kahoot whereas the control group was taught with the conventional method. Pre-tests, post-tests, and questionnaires on the students’ motivation and attitudes toward gamification in language learning were the instruments used in this study. The data were analyzed using Independent t-tests and One-way Analysis of Covariance. The results revealed statistically significant differences with regard to learning performance and motivation at 0.05. The experimental group obtained higher scores than the control group, and the motivation of students in the experimental group was much higher than that of the control group. In addition, the results of a survey indicated that students had positive attitudes towards application of digital games in language learning.

19

Use of Gamification in the IB History Class and as a Tool for Form Teacher. New Empirical Research and Solutions

88%

Janiec J.

Kultura-Społeczeństwo-Edukacja

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2015

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vol. 7

|

issue 1

105-120

EN

This article is a presentation of new empirical research and solutions for educators who tend to examine new methods and philosophies designed for improving teaching-learning process around the world. For that purpose, the author is introducing reader to the International Baccalaureate (IB) three-dimenstional way of creating school’s curriculum with concept-based approach and idea to transfer knowledge between disciplines using global, key and related concepts. Accomplishment of this work provides a chance to form solutions according to each school’s ‘wants and needs’, e.g. focusing on stimulation of pupils behaviour by implementing the Point System of Behavioral Assessment like in the IB World School No. 006654 case. And then teachers are able to standardize new teaching methods, such as gamification, successfully implementing them in their classes. What’s more gamification can be easily used as a tool for form teachers in order to improve pupils’ social skills and strengthening their involvement in a lesson.

20

Gamification or the Ludic Expectations of Literacy

88%

Márquez-Gómez A., Alcantud-Diaz M.

Filoteknos

|

2019

|

issue 9

323–338

EN

This article attempts to show how play, namely gamification, can fit the determined goal of achieving outstanding literacy instruction for Primary Education children. We first provide a brief overview of the recent history on the research of literacy and play. We also make reference to strong standards and gamification in Primary Education childhood classes. To do so, and after reviewing current research into the issue of gamification and literacy in education, we describe a practical experience in a state Primary Education school in Valencia (Spain) connecting gamification and literacy skills. By doing this we will try to fill a gap found after our search of the literature, which revealed that to date there are few studies that have investigated practical experiences of teachers using games. The main objective of the didactic proposal depicted here was to enhance the children’s literacy skills through gamification in the field of Teaching English as a Second Language (TESL). Thus, the implementation of this experience has studied the way of integrating game dynamics in non-recreational environments to enhance their learning. The design of the teaching sequence shown here was contextualized by using the picture book The Gruffalo, and the students as the main protagonist to finally achieve a close relationship between learning, literacy and entertainment.

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