International Journal of Learning Technology (4 papers in press)
MS-Kinect in the development of educational games for preschoolers
by Raul Marcelo Lozada Yanez, Luis Rivera Escriba, Fernando T. Molina Granja
Abstract: The fast development of several programming tools has enabled researchers to explore interactive technology targeting various areas of human knowledge. Despite the several studies about the benefits of using the interactive technologies in the educational field, it is necessary to generalize these affirmations through of field studies that determine how those devices facilitate and improve teaching and learning. This research aims to apply an MS-Kinect-based learning system in a real pre-school environment and, based on the results of this experiment, to answer some questions related to the motivational impact, effectiveness and acceptance of the teacher in teaching and learning process. This research uses a MS-Kinect based learning system and several childrens educational games in an initial stage of studies; the developed learning system has been tested in two preschool education centers and was evaluated positively. In the field test, the learning system evaluation was determined to have a mean 95,5% acceptance rate and a mean 93,18% utility rate.
Keywords: preschoolers education; kinect; human-computer interaction; learning game.
Attitudinal Learning and its Relation to Gender, Age, Ethnicity, Enrollment Purpose, and Most Impactful Learning Activity in a Science of Happiness MOOC
by Sunnie Lee Watson, William R. Watson, Ji Hyun Yu, Secil Caskurlu, Shamila Janakiraman, Holly Fiock
Abstract: This mixed-method study examined learners perceptions of attitudinal learning gains in a MOOC and the impact of their demographics, enrollment purpose, and perception of the most impactful learning activity on those gains. Interview data provided greater insights into survey results, with learners sharing their thoughts on instructional design choices and learning challenges and how those impacted attitudinal learning in the MOOC. Furthermore, a series of hierarchical multiple regression analyses revealed that age and ethnicity were the best predictors for affective learning gains; gender and perception of impactful activity for behavioral learning gains; and ethnicity, enrollment purpose, and perception of impactful activity for cognitive learning gains. Implications for the design and facilitation of instructional activities in MOOCs designed to enhance attitudinal learning, are discussed.
Keywords: MOOC; Attitudinal Learning; Instructional Design; Course Facilitation.
ARCS motivation model adapted to gamification applications on a programming language course
by Fezile Ozdamli
Abstract: This study was conducted in order to examine the effects of gamification applications adapted to an ARCS (Attention, Relevance, Confidence and Satisfaction) motivation model for programming courses on the academic achievement and motivation of students. Also, it was planned to identify students opinions regarding the applications. During the application process, for the experimental group, the Moodle LMS system with gamification in the classroom was used. For both groups, during an eight-week blended study period, the ARCS motivation model was used. The results of this study indicate that both groups successfully adapted to the ARCS model. Nevertheless, the experimental group, supported by gamification, reported better success than the control group. Another important finding is that students in both groups were highly motivated in the areas of self-confidence and satisfaction, but there was a significant difference in favour of the experimental group supported by gamification applications. It is hoped and believed that this study will provide a valuable contribution and background to the relevant literature.
Keywords: Gamification; ARCS motivation; Programming; Java.
An Integrated Competency Acquisition Progress Tracking System in Competency-Based Higher Education
by Secil Caskurlu, Iryna Ashby
Abstract: This conceptual paper aimed to address the gap with competency tracking as seen in the current literature thereby propose a standalone comprehensive competency acquisition progress tracking system (iCAPTS). The iCAPTS integrates critical aspects of individualized learning and differentiated support in competency-based education within a digital ecosystem, namely 1) planning component; 2) assessment component; 3) curriculum sequencing component; and 4) achievements, credentialing, and progress dashboard component. The proposed interactive iCAPTS would offer stakeholders a single access to the individual learners aggregated progress data, including chosen goals, learning pathways, and competency acquisition process in order to ensure the individualization of academic and professional career goals that meet students needs.
Keywords: competency-based education; competency tracking; individualized learning; differentiated support.