Uneingeschränkter Zugang

Gamification Solution in Teacher Education


Zitieren

Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game-based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4), 132-136. Retrieved from http://www.ijimt.org/vol7/659-CM932.pdf Search in Google Scholar

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: John Wiley & Sons. Search in Google Scholar

Aydemir, E. (2019). The impact of flipped classroom approach on the reading and writing achievement, self-regulated learning, and classroom interaction of pre-service English teachers (Unpublished doctorate dissertation). Istanbul: Bahçeşehir University. Retrieved from https://acikbilim.yok.gov.tr/bitstream/handle/20.500.12812/591653/yokAcikBilim_10271563.pdf?sequence=-1 Search in Google Scholar

Baden-Powell, R. (1908). Scouting for Boys. A Handbook for instruction in good citizenship. London: Horace Cox. Search in Google Scholar

Becker, S. A., Cummins, M., Davis, A., Freeman, A., Hall, G. C., & Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium. Search in Google Scholar

Berezinska, O. (2022). Gamification and its role in the educational process. In Interdisciplinary research: scientific horizons and perspectives. Collection of scientific papers «SCIENTIA» with Proceedings of the III International Scientific and Theoretical Conference no. 2 (pp. 89-91). Vilnius: European Scientific Platform. https://doi.org/10.36074/scientia-06.05.2022 Search in Google Scholar

Bergmann, J., & Sams, A. (2012). Flip Your Classroom. Reach Every Student in Every Class Every Day. International Society for Technology in Education. Washington/Alexandria: ISTE/ASCD. Retrieved from https://www.rcboe.org/cms/lib/ga01903614/centricity/domain/15451/flip_your_classroom.pdf Search in Google Scholar

Burke, B. (2014). Gamify: How Gamification Motivates People to Do Extraordinary Things. Brookline, MA: Bibliomotion. Search in Google Scholar

Candel, E. C., de-la-Peña, C., & Yuste, B. C. (2023). Pre-service teachers’ perception of active learning methodologies in history: Flipped classroom and gamification in an e-learning environment. Education and Information Technologies, 2023, 1-23. https://doi.org/10.1007/s10639-023-11924-0 Search in Google Scholar

Carrillo, D. L., García, C. A., Laguna, T. R., Magán, G. R., & Moreno, J. A. L. (2019). Using gamification in a teaching innovation project at the University of Alcalá: A new approach to experimental science practices. Electronic Journal of e-Learning, 17(2), 93-106. Retrieved from https://files.eric.ed.gov/fulltext/EJ1220168.pdf Search in Google Scholar

Csillik, O., Daruka, M., & Sass, J. (2016). Képzett képzendők – képzetlen képzők. In K. Fodorné Tóth (Ed.), Tudás, társadalom, felelősség. Felsőoktatás és társadalmi felelősség: Tudástranszfer partnerségi akciókban és elkötelezettségben (pp. 86-94). Pécs: MELLearN - Felsőoktatási Hálózat az Életen át tartó tanulásért Egyesület. Search in Google Scholar

de la Peña, D., Lizcano, D., & Martínez-Álvarez, I. (2021). Learning through play: Gamification model in university-level distance learning. Entertainment Computing, 39, 100430. https://doi.org/10.1016/j.entcom.2021.100430 Search in Google Scholar

de Sousa Mendes, D., de Lima, M. R., & de Freitas, T. A. R. (2022). Gamification, “I have no idea what it is”: A study in the physical education initial teacher training. ALTERIDAD. Revista de Educación, 17(1), 12-23. Search in Google Scholar

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. E. (2011). From game design elements to gamefulness: Defining ‘Gamification’. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-16). https://doi.org/10.1145/2181037.2181040 Search in Google Scholar

Dichev, C., & Dicheva, D., (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(9). https://doi.org/10.1186/s41239-017-0042-5 Search in Google Scholar

Európai Bizottság (2011). Az iskolai lemorzsolódás felszámolása: Az Európa 2020 stratégia sikerének előmozdítása. Brussels: COM 18. Search in Google Scholar

Faiella, F., & Ricciardi, M. (2015). Gamification and learning: A review of issues and research. Journal of E-Learning and Knowledge Society, 11(3), 13-21. https://doi.org/10.20368/1971-8829/1072 Search in Google Scholar

Fox, H. W. (1968). The Economics of Trading Stamps. Washington, DC: Public Affairs Press. Search in Google Scholar

Fromann, R., & Damsa, A. (2016). A gamifikáció (játékosítás) motivációs eszköztára az oktatásban. Új pedagógiai szemle, 66(3-4), 76-81. Search in Google Scholar

Furdu, I., Tomozei, C., & Kose, U. (2017). Pros and cons gamification and gaming in classroom. Broad Research in Artificial Intelligence and Neuroscience, 8(2), 56-62. https://doi.org/10.48550/arXiv.1708.09337 2017 Search in Google Scholar

Gee, J. P. (2008). Learning and Games. In K. Salen (Ed.), The Ecology of Games: Connecting Youth, Games, and Learning. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge: The MIT Press, 21-40. 10.1162/dmal.9780262693646.021 Search in Google Scholar

Gómez-Carrasco, C. J., Monteagudo-Fernández, J., Moreno-Vera, J. R., & Sainz-Gómez, M. (2019). Effects of a gamification and flipped-classroom program for teachers in training on motivation and learning perception. Education Sciences, 9(4), 299. https://doi.org/10.3390/educsci9040299 Search in Google Scholar

González-Fernández, A., Revuelta-Domínguez, F. I., & Fernández-Sánchez, M. R. (2022). Models of instructional design in gamification: A systematic review of the literature. Education Sciences, 12(1), 44. https://doi.org/10.3390/educsci12010044 Search in Google Scholar

Goodwin, B., & Miller K. (2013). Evidence on flipped classrooms is still coming in. Educational leadership, 70(6), 78-80. Search in Google Scholar

Hamari, J. (2013). Transforming homo economicus into homo ludens: A field experiment on Gamification in a utilitarian peer‐to‐peer trading service. Electronic Commerce Research and Applications, 12(4), 236-245. https://doi.org/10.1016/j.elerap.2013.01.004 Search in Google Scholar

Hartyányi, M., Sediviné Balassa, I., Chogyelkáné Babócsi, I., Téringer, A., Ekert, S., Coakley, D., Cronin, S., Villalba, M. T., Cebrián, G. C., Requejo, S. N., Garcia, E. J., Maněnová, M., & Tauchmanova, V. (2018). Flipped classroom in practice. Cork: Flip‐IT! Flipped classroom in the European vocational education. Retrieved from https://www.flip-it.hu/en/system/files/konyvek/flipit_book_en.pdf Search in Google Scholar

Huang, W. H.-Y., & Soman, D. (2013). Gamification of Education. Report Series: Behavioural Economics in Action, 29(4). Search in Google Scholar

Hughes, I., & Overton, T. (2009). Key aspects of learning and teaching in experimental sciences. In S. Marshall, H. Fry, & S. Ketteridge (Eds.), A Handbook for Teaching and Learning in Higher Education (pp. 226-245). New York: Taylor & Francis. Search in Google Scholar

Juhász, V. (2020). A gamifikáció mint eszközrendszer és motivációs módszer az oktatásban. Neveléstudomány, 8(2), 37-51. 10.21549/NTNY.29.2020.2.3 Search in Google Scholar

Khaitova, N. F. (2021). History of gamification and its role in the educational process. International Journal of Multicultural and Multireligious Understanding, 8(5), 212-216. Search in Google Scholar

Lazzaro, N. (2004). Why we play games: Four keys to more emotion without story. Oakland: XEODesign. Retrieved from http://www.xeodesign.com/xeodesign_whyweplaygames.pdf Search in Google Scholar

Lee, J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 1-5. Retrieved from https://www.academia.edu/570970/Gamification_in_Education_What_How_Why_Bother2011 Search in Google Scholar

Manzano-León, A., Aguilar-Parra, J. M., Rodríguez-Moreno, J., & Ortiz-Colón, A. M. (2022). Gamification in initial teacher training to promote inclusive practices: A qualitative study. International Journal of Environmental Research and Public Health, 19(13), 8000. https://doi.org/10.3390/ijerph19138000 Search in Google Scholar

Marczewski, A. (2013). Gamification: a simple introduction. Amazon Digital Services, Inc. Search in Google Scholar

McCormick, T. (2013) Anthropology of an idea gamification. Foreign Policy, 201, 26-27. Search in Google Scholar

McGonigal, J. (2010). Gaming can make a better world. TED Ideas worth spreading. Retrieved from https://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world Search in Google Scholar

Montenegro-Rueda, M., Fernández-Cerero, J., Mena-Guacas, A. F., & Reyes-Rebollo, M. M. (2023). Impact of gamified teaching on university student learning. Education Sciences, 13(5), 470. https://doi.org/10.3390/educsci13050470 Search in Google Scholar

Moran, E. (2018). Trading stamps. In St. James Encyclopedia of Popular Culture. Retrieved from https://www.encyclopedia.com/history/united-states-and-canada/us-history/trading-stamps Search in Google Scholar

Ollé, J. (2010). Egy módszer alkonya: A katedrapedagógia végnapjai a felsőoktatásban. In I. Dobó, I. Perjés, & J. Temesi, (Eds.), Korszerű felsőoktatási pedagógiai módszerek, törekvések. Konferencia előadások (pp. 22-31). Budapest: Budapesti Corvinus Egyetem Közgazdaságtudományi Kar Nemzetközi Felsőoktatási Kutatások Központja. Search in Google Scholar

Ollé, J., Ruszkai, N., & Hülber, L. (2017). A tükrözött osztályterem módszertana és tanulásszervezése. In L. Hülber (Ed.), A digitális oktatási kultúra módszertana (pp. 127-143). Eger: Eszterházy Károly Egyetem. Search in Google Scholar

Péntek, I., & Hantz, P. (2020). Egy elhanyagolt terület: Az európai egyetemi oktatók szakmódszertani felkészítése. Magyar Tudomány, 181(10), 1378-1399. Search in Google Scholar

Richter, G., Raban, D. R., & Rafaeli, S. (2015). Studying gamification: The effect of rewards and incentives on motivation. In T. Reiners, & L. C. Wood (Eds.), Gamification in Education and Business (pp. 21-46). Cham: Springer. https://doi.org/10.1007/978-3-319-10208-5_2 Search in Google Scholar

Sajinčič, N., Sandak, A., & Istenič, A. (2022). Pre-service and in-service teachers’ views on gamification. International Journal of Emerging Technologies in Learning, 17(3), 83-103. Search in Google Scholar

Salen, K., & Zimmermann, E. (2003). Rules of play. Game design fundamental. Cambridge: The MIT Press. Search in Google Scholar

Santos-Villalba, M. J., Leiva Olivencia, J. J., Navas-Parejo, M. R., & Benítez-Márquez, M. D. (2020). Higher education students’ assessments towards gamification and sustainability: A case study. Sustainability, 12(20), 8513. https://doi.org/10.3390/su12208513 Search in Google Scholar

Sheldon, L. (2012). The Multiplayer Classroom: Designing Coursework as a Game. Boston: CRC Press. Search in Google Scholar

Siripipatthanakul, S., Muthmainnah, M., Siripipattanakul, S., Sriboonruang, P., Kaewpuang, P., Sitthipon, T., … & Jaipong, P. (2023). Gamification and Edutainment in 21st Century Learning. In E. A. Taslim et al. (Eds.), Multidisciplinary Approaches to Research 2 (pp. 210-219). Yayasan Corolla Education Centre. Search in Google Scholar

Supiano, B. (2018). Traditional teaching may deepen inequality. Can a different approach fix it? In The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/traditional-teaching-may-deepen-inequality-cana-different-approach-fix-it/ Search in Google Scholar

Werbach, K. (2015). History of gamification. Retrieved from https://www.coursera.org/course/gamification Search in Google Scholar

Zichermann, G., & Cunningham, C. (2011). Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. Sebastopol, CA: O'Reilly Media Inc. Search in Google Scholar

Zichermann, G., & Linder, J. (2013). The Gamification Revolution: How Leaders Leverage Game Mechanics to Crush the Competition. McGraw-Hill. Search in Google Scholar

eISSN:
2585-7444
Sprache:
Englisch
Zeitrahmen der Veröffentlichung:
3 Hefte pro Jahr
Fachgebiete der Zeitschrift:
Sozialwissenschaften, Pädagogik, Theorie und Geschichte der Pädagogik, Lehrplan und Pädagogik, andere, Sozialpädagogik, Soziale Arbeit