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KES 2017 21st International Conference on Knowledge

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21st International Conference on Knowledge Based and Intelligent information and Engineering (KES 2017)

   

Added on  2020-04-13

KES 2017 21st International Conference on Knowledge

   

21st International Conference on Knowledge Based and Intelligent information and Engineering (KES 2017)

   Added on 2020-04-13

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1Running head: ARTICLE ANALYSISArticle Analysis Name of student:Name of university:Author note:
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2ARTICLE ANALYSIS The present paper is an analysis of the article titled “Gamified learning: A role-playing approach to increase student in-class motivation”, authored by Topiceanu (2017).The paper highlights the research topic, purpose of the research, the problems addressed bythe researcher and the valuable research question. It also provides a comprehensive summaryof the valuable article. Further, the most interesting aspect found from the article is presentedas a personal perception. How this aspect could be applied in the classroom for teachingexperience in future would also be discussed. Appropriate references would support theproposed actions. An improved and successful strategy for addressing educational needs at thecontemporary era is represented by the highly evolving and advanced teaching techniques.Such techniques encompass online courses, dynamic grading systems, collaborativeassignments and real-time feedback. In addition, motivational inserts into the student’slearning process are also noteworthy. Amalgamation of the massive open online courses(MOOCs) and learning has proved itself to be quite popular as it is capable of integratingmany aspects of learning that permit learners to take part in higher education courses throughdistant learning (Su, 2017). The term gamification has emerged in the recent past that has amajor contribution to the field of education. The term gamification refers to the application ofvideo games into systems that are nongaming for improving the experiences of the users andengaging the users in a positive activity. Introduction of gamification applications into theeducation field is still at the novice stage. Nevertheless, it has proved its worth as amotivational factor for the younger generation (Martí‐Parreño et al., 2016). According to Bozkurt (2017) application of gamification into the education, the arenais backed by a strong scientific explanation that relies on design patterns, heuristics andgaming dynamics. Gamification has made its way into many classrooms processed online
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3ARTICLE ANALYSIS which is e-learning. ‘Serious games’ have been found to be popular in acting as a toolengaging and motivating individuals for learning. The advantages that the process presentsinclude instant feedback for learners, increased engagement and augmented loyalty ofstudents. Against this background, Topiceanu (2017) thought it considerate to introduce agamified platform for the motivation of students. This was done through transposing studentsin a role-playing game that entailed them to receive rewards with levels, experience, level-ups, quests, guilds and achievements for taking part in educational activities in the classroom.The assumption behind the study was that gamification is noteworthy approach since thegaols are similar to that of a learner who takes part in the offline classroom. Further, the levelof interaction between the teachers and students, both allegiance and competitive, is morewhen compared to other solutions. The study was conducted by the researcher with the hopethat the results would be encouraging. The research question was whether gamified platformprovides better support to learners to increase motivation and augment learning in aneffective manner. The gamified grading platform was well explained by the authors. This wasformed on the basis of present and past trends in the field of educational science. Gamifiedwas proposed as an innovative platform favouring student interaction, constant rewards andcollaboration. The gamified platform was defined as role-play-based (RPG) student classorganisation. The purpose was to promote teamwork, sustain efforts and form a lasting bond.For the implementation of the tool, a set of tools were created that were simple in nature. Thevalidation of the gamified platform was done from 2014 to 2017. The test run was on threegenerations of students and at two computer science undergraduate courses, namely,Algorithm Design and Analysis (ADA) andComputerOrganization (CO). Control groupswere also considered for the study.
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