In this study, TIDAPQ randomly inserts specially developed popup quizzes in the video. Time interval different answer popup quiz (TIDAPQ) was developed to judge honest watching. In such cases, the video provider wants to determine whether the viewer has honestly been watching, but the current video viewing judging system has many loopholes thus, it is hard to distinguish between honest viewers and false viewers. Videos have long been viewed through the free choice of customers, but in some cases currently, watching them is absolutely required, for example, in institutions, companies, and education, even if the viewers prefer otherwise. The ranking system increased competitive spirit, as well as interest. Lastly, analysis on the correlation between attitude and word game showed that there is a quantitatively high correlation between the ranking system's competitive spirit and interest. Also, when the average word game scores were compared based on students’ grades, mid‐upper level students had statistically significant higher scores than upper level students. Third, comparing academic achievement with word game results showed no significant correlation, and it is judged that all students were able to enjoy word games, regardless of their grades. However, for summative assessment, the degree after applying gaming elements was statistically higher at 84.52 than the degree before application, which was 78.86. Second, comparing the academic achievements showed a diagnostic assessment of 57.44 before applying the gaming elements and 20.17 after the application. As a result, first, it was found that the degree of preparation participation in flip learning using gaming elements had a statistically significant increase from 65.56% to 78.89%, compared with the traditional flip learning using YouTube. After the class, the learning attitude of learners was measured through surveys and in‐depth interviews. This study held an “understanding sequence” for 20 classes during the 7‐week automation equipment class with 30 s year high school students in Incheon's specialized technical high school as target. This study analyzes the effectiveness of adding educational gaming elements into the online lecture system of the flipped classroom as a method to increase participation and interest in online preparation before class. In 2017, the research about gamification in education was as follows: (1) a study of the gaming features that can be adapted to learning environments and the player model that could be used for the adaptation process (Monterrat et al., 2017) (2) a study, based on a theoretical framework, of a gamified training module with game fiction designed in order to improve outcomes over the original training (Landers, Armstrong, 2017) (3) a study to develop a game-based learning judgment system of online educational environments (Jo et al., 2017) (4) research about the application of gamification within the learning process of children with dyslexia (Vasalou et al., 2017) (5) an article about social gamification and microlearning for the engagement of nurses (Orwoll, Diane, 2017) (6) an article about the use of game design elements to increase student engagement, motivation and autonomy in a business communication course (Veltsos, 2017) (7) research aiming to examine the ability of gamified modules in a statistics course to have positive impacts on both learning and attitudes towards statistics (Smith, 2017) (8) research trying to prove that a learning environment created with meaningful gamification elements can improve student perceptions of learning (Stansburty, Earnest, 2017) and (9) a study about teachers' perceptions of the usefulness of application of digital games in education (Huizenga et al., 2017).
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |