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Direct linkAbdul Ghani, Azril Shahreez; Abdul Rahim, Ahmad Fuad; Yusoff, Muhamad Saiful Bahri; Hadie, Siti Nurma Hanim – Research and Practice in Technology Enhanced Learning, 2022
The application of gamified elements to PBL to promote student engagement has not been systematically described. Hence, we conducted a review based on Arksey and O'Malley's five-stage scoping review framework, involving research question identification, relevant study identification, study selection, data charting, and result collating and…
Descriptors: Problem Based Learning, Educational Environment, Game Based Learning, Literature Reviews
Tahir, Faiza; Mitrovic, Antonija; Sotardi, Valerie – Research and Practice in Technology Enhanced Learning, 2022
The practice of adding game elements to non-gaming educational environments has gained much popularity. Gamification has been shown in some studies to enhance engagement, motivation and learning outcomes in technology-supported learning environments. Although gamification research has matured, there are some shortcomings such as inconsistency in…
Descriptors: Recognition (Achievement), Credentials, Outcomes of Education, Programming Languages
Pondee, Phattaraporn; Panjaburee, Patcharin; Srisawasdi, Niwat – Research and Practice in Technology Enhanced Learning, 2021
In the context of the current teacher education program in Thailand, Technology Pedagogical and Content Knowledge (TPACK) framework is formally recognized as essential qualities of knowledge for a highly qualified preservice teacher in today's education. TPACK has been attracted to educational researchers for preparing preservice science teachers…
Descriptors: Preservice Teachers, Science Teachers, Foreign Countries, Technological Literacy
Bovermann, Klaudia; Bastiaens, Theo J. – Research and Practice in Technology Enhanced Learning, 2020
Motivation is a crucial factor for students' learning behavior and plays a key role in the concept of gamification to foster students' motivation through specific gamification mechanics and elements. User types for gamification and associated gamification mechanics can classify students' interests and learning preferences and provide explanations…
Descriptors: Student Motivation, Game Based Learning, Educational Games, Teaching Methods
Chan, Kok Yew Gary; Tan, Swee Liang; Hew, Khe Foon Timothy; Koh, Bernie Grayson; Lim, Li Siong; Yong, Jose C. – Research and Practice in Technology Enhanced Learning, 2017
Game-based constructivist learning has gained considerable attention as educational institutions aim to move from traditional instructional teaching to interactive and collaborative methods. The question is less asked of "whether" games should be used in teaching but rather "how" games should be used to create deep learning in…
Descriptors: Torts, Game Based Learning, Games, Constructivism (Learning)
Jong, Morris Siu Yung; Dong, Anmei; Luk, Eric – Research and Practice in Technology Enhanced Learning, 2017
Serious gaming has been regarded as one of the important student-centric learning approaches in the coming decade. However, there has been a lack of in-depth discussion of the teacher role in the course of serious gaming when it is adopted in formal schooling. The study discussed in this paper is a piece of two-cycle design-based research,…
Descriptors: Game Based Learning, Teacher Role, Teaching Methods, Grade 11
