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Challenges of Inclusive Design for E-learning IT Courses: fostered by the Covid-19 pandemic

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.

Authors

João Emílio Almeida , Assistant Professor at ISTEC-Porto

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João Emílio Almeida, Challenges of Inclusive Design for E-learning IT Courses: fostered by the Covid-19 pandemic DOI: 10.31112/kriativ-tech-2020-08-43

Abstract

The Covid-19 pandemic has posed new challenges for both students and teachers, having to move from face-to-face to online teaching in a short time. The threats brought new opportunities, allowing students away from schools due to limitations, to use on-line classes for developing their careers and academic skills. Designing an inclusive course for students with disabilities is a great challenge. This article presents some effective practices and techniques to increase inclusion and avoid accessibility issues that can arise in an online course, such as a MOOC for IT e-learning having in mind the difficulties of students with special needs.

Keywords

Inclusive Design, MOOC, Accessibility Guidelines, E-learning, students with disabilities.

References

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[2] Hanjarwati, A. and Suprihatiningrum, J., 2020. Is Online Learning Accessible During COVID-19 Pandemic? Voices and Experiences of UIN Sunan Kalijaga Students with Disabilities. Nadwa, 14(1), pp.1-38.

[3] C. Impey, “Massive online open courses see exponential growth during COVID-19 pandemic,” 2020. https://theconversation.com/massive-online-open-courses-see-exponential-growth-during-covid-19-pandemic-141859 (accessed Aug. 14, 2020).

[4] Blagojević, M. and Milošević, D., 2015, March. Massive open online courses: EdX vs Moodle MOOC. In Proc. 5th International Conference on Information Society and Technology, Kopaonik, Serbia (pp. 346-351).

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[7] Fichten, C.S., Asuncion, J.V., Barile, M., Ferraro, V. and Wolforth, J., 2009. Accessibility of e-learning and computer and information technologies for students with visual impairments in postsecondary education. Journal of Visual Impairment & Blindness, 103(9), pp.543-557.

[8] NV Access Limited, NVDA Screen Reader. https://www.nvaccess.org/ (accessed Aug. 14, 2020).

[9] S. Amornchat, “Complex Images for All Learners. A guide to make visual content accessible”, Creative Commons, License CC BY-NC-SA 4.0. https://www.pcc.edu/instructional-support/wp-content/uploads/sites/17/2017/11/complex-images.pdf

[10] Lewis, Clayton. "Issues in web presentation for cognitive accessibility." In International Conference on Universal Access in Human-Computer Interaction, pp. 244-248. Springer, Berlin, Heidelberg, 2011.

[11] W3C - Web design and applications. Accessibility. https://www.w3.org/standards/webdesign/accessibility (accessed Aug. 30, 2020).

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[14] Creating Accessible Content. https://www.pcc.edu/instructional-support/accessibility/ (accessed Aug. 14, 2020).

[15] Accessibility Checklist for Online Courses. University of Colorado Boulder. http://webdevgroupcu.org/conted/gettingstarted.html (accessed Aug. 14, 2020).

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A Review on Tools for Teaching Database Systems Online

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.

Authors

João Carneiro , Assistant Professor at ISTEC

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João Carneiro, A Review on Tools for Teaching Database Systems Online DOI: 10.31112/kriativ-tech-2020-08-42

Abstract

Database Systems is a core discipline in undergraduate Computer Science and Engineering programs. The discipline includes learning a large range of different theoretical and practical topics such as data modeling, database design or SQL. Studies have identified that students find the topic complex and have difficulties in learning such topics in traditional face-to-face setting. This article presents state-of-the-art tools that are found in the literature and how they could be used to overcome some of the existing difficulties.

Keywords

Online Learning, Learning Database Systems, Database Tools

References

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[2]Douglas, D. E., & Van Der Vyver, G. (2004). Effectiveness of E-learning course materials for learning database management systems: An experimental investigation. Journal of Computer Information Systems, 44(4), 41–48. https://doi.org/10.1080/08874417.2004.11647594

[3]Davis, K. C. (2018). Teaching Physical Database Design. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). doi: 10.1007/978-3-030-01391-2_22

[4]Topi, H., Valacich, J. S., Wright, R. T., Kaiser, K., Nunamaker, J. F., Sipior, J. C., & de Vreede, G. J. (2010). IS 2010: Curriculum guidelines for undergraduate degree programs in information systems. Communications of the Association for Information Systems. doi: 10.17705/1cais.02618

[5]Fang, A., Chen, G., Cai, Z., Cui, L., Harn, L. (2017). Research on Blending Learning Flipped Class Model in Colleges and Universities Based on Computational Thinking — “Database Principles” for Example. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 5747-5755.

[6] Murray, M., & Guimaraes, M. (2009). Animated Courseware Support for Teaching Database Design. Issues in Informing Science & Information Technology, 6, 201-211.

[7] Connolly, T., & Begg, C,. (2007). Teaching Database Analysis and Design in a Web Based Constructivist Learning Environment. Web Information Systems and Technologies, 343-354. doi: 10.1007/978-3-540-74063-6_27

[8] Cavus, N. (2015). Distance Learning and Learning Management Systems. Procedia – Social and Behavioral Sciences, 191, 872-877.

[9]Yining Chen, Hao Lou & Wenhong Luo (2002) Distance Learning Technology Adoption: A Motivation Perspective, Journal of Computer Information Systems, 42:2, 38-43. doi: 10.1080/08874417.2002.11647485

[10] Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes online learning experiences. Internet and Higher Education, 15, 118–126. doi: 10.1016/j.iheduc.2011.11.006

[11] Napier, N. P., Dekhane, S., & Smith, S. (2011). Transitioning to blended learning: Understanding student and faculty perceptions. Journal of Asynchronous Learning Networks, 15(1), 20–32.

[12] Schmidt, S. W., Tschida, C. M., & Hodge, E. M. (2016). How faculty learn to teach online: What administrators need to know. Online Journal of Distance Learning Administration.

[13] Gregory, J., & Salmon, G. (2013). Professional development for online university teaching. Distance Education, 34(3), 256–270. doi: 10.1080/01587919.2013.835771

[14] Jaques, D., & Salmon, G. (2007). Learning in groups: A handbook for face-to-face and online environments. Abingdon, UK: Routledge.

[15] Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. doi:10.1080/17439884.2013.770404

[16]Gillett-Swan, J. (2017). The Challenges of Online Learning: Supporting and Engaging the Isolated Learner. Journal of Learning Design. doi: 10.5204/jld.v9i3.293

[17] Rashid, T. (2015). Investigation of Instructing Reforms in Databases. International Journal of Scientific & Engineering Research, 6(8), 64-72.

[18] Mason, R., Seton, C., & Cooper, G. (2016). Applying cognitive load theory to the redesign of a conventional database systems course. Computer Science Education, 1-20. doi: 10.1080/08993408.2016.1160597.

[19] Saeed, S., Aamir, R., & Mahmood, Z. (2011). Reflections on teaching database management systems to undergraduate students. International Journal of Education Economics and Development, 2(4), 398– 411. doi: 10.1504/IJEED.2011.043834

[20] Dunn, D. (2005). Database Systems and Oracle: Experiences and Lessons Learned. Proceedings of the 2005 ASCUE Conference, 99-104.

[21] Ying, F. (2016). Research on Blended Learning Mode Based on the Micro-Lecture in Database Application. Review Of Computer Engineering Studies, 3(3), 62-66.

[22] Wang, N., & Ma, C. (2017). Teaching Reform on Database Course for Science Laboratory Class. The 12th International Conference on Computer Science & Education (ICCSE 2017) August 22-25 , 2017, University of Houston, USA.

[23] Rashid, T., & AlRadhy, R. (2014). Transformations to Issues in Teaching, Learning, and Assessing Methods in Databases Courses. 2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE).

[24] Folorunso, O., & Akinwale, A. (2010). Developing Visualization Support System For Teaching/Learning Database Normalization. Campus-Wide Information Systems, 27 (1), 25 – 39. doi: 10.11 08/10650741011011264

[25] Poščić, P., Subotić, D., & IvašićKos, M. (2012). Developing the course Database systems to respond to market requirements. 2012 Proceedings of the 35th International Convention MIPRO.

[26] Wang, J., & Chen, H. (2014).Research and Practice on the Teaching Reform of Database Course. International Conference on Education Reform and Modern Management, 229-231.

[27] Cvetanovic, M., Radivojevic, Z., Blagojevic, V., & Bojovic, M. (2011). ADVICE— Educational System for Teaching Database Courses. IEEE Transactions On Education, 54(3), 398-409. doi: 10.1109/TE.2010.2063431

[28] Mitrovic, A., & Suraweera, P. (2015). Teaching Database Design with Constraint-Based Tutors. International Artificial Intelligence in Education Society, 26(1), 448-456. doi: 10.1007/s40593-0150084-6

[29] Sok, S., & Scharff, C. (2006). Work in Progress: Database Design With TabletERD. 36th ASEE/IEEE Frontiers in Education Conference, 2006, M2F-19.

[30] Wang, J., Davis, T., Westall, M., & Srimani, P. (2009). Work in Progress - MeTube: A Novel way to teach Database to Undergraduates. 39th ASEE/IEEE Frontiers in Education Conference T2C-1.

[31]Fang, A. D., Chen, G. L., Cai, Z. R., Cui, L., & Harn, L. (2017). Research on blending learning flipped class model in colleges and universities based on computational thinking - “Database principles” for example. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 5747–5755. doi: 10.12973/eurasia.2017.01024a[32]Martinez, A. (2012). Using JiTT in a Database Course. SIGCSE’12.

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How Solidarity Technologies Could Change and Improve e-Learning Courses and Get Inclusive and Responsive Answers for All?

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.

Authors

Dulce Mourato, Assistant Professor at ISTEC

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Dulce Mourato, How Solidarity Technologies Could Change and Improve e-Learning Courses and Get Inclusive and Responsive Answers for All?

DOI: 10.31112/kriativ-tech-2020-08-41

Abstract

The practical application of Solidarity Technologies concept adopted in my PHD thesis, with its roots in inclusion promotion, interfaces simplification and universal access, more specifically in issues related to Information and Communication Technologies (ICT) and their availability for all, is one of the goals of this paper. Discuss how Solidarity Technologies could be applied at empirical research in specific formal of eLearning and Blended Learning in a specific case of graduate or post graduate ICT and Multimedia courses as well as lifelong learning situations for physical impairments and disabilities students in virtual or real academic environments, could improve inclusive and responsive answer for all.

Keywords

Solidarity Technologies, Accessibility, Usability, Connectivity, Networks.

References

[1]Americans with Disabilities Act – ADA - (1990). Nondiscrimination on the Basis of Disability in State and Local Government Services. Pub. L. 101-336. U.S. Department of Justice. Civil Rights Division. Accessed in July 2020: http://www.adaportal.org/

[2]Berners-Lee, T. (2008). WAI: Strategies, guidelines, resources to make the Web accessible to people with disabilities. Accessed in July 2020: http://www.w3.org/WAI/

[3]Cook, A. M., & Hussey, S. M. (2002). Assistive technologies: Principles and practice. (2nd ed.). St. Louis, MO: Mosby.

[4]Faisal, Nadeem CM; Fernandez-Lanvin, Daniel; De Andres-Suarez, Javier; Gonzalez-Rodriguez, Martin; (2020) Design Quality in Building Behavioural Intention through Affective and Cognitive Involvement for E-learning on Smartphones. Internet Research. ISSN: 1066-2243. DOI: 10.1108/INTR-05-2019-0217. Bingley, United Kingdom.

[5]Hawking SW. A brief history of time from the big bang to black holes. London:Bantam Press, 1988.

[6]Mourato, D. (2011). Solidarity Technologies: From Knowledge Investment to Personal Development. PhD Thesis. Lisbon University. Accessed in July 2020:http://hdl.handle.net/10451/4196.

[7]Sims, R. (2008). Rethinking (e)learning: A manifesto for connected generations. Distance Education, 29, 153 – 164.

[8]W3C (2018). Understanding WCAG 2.1. Accessed in July 2020: https://www.w3.org/WAI/WCAG21/Understanding/.

[9]UNESCO (2020). Institute for Information Technologies in Education. Accessed in July 2020: https://iite.unesco.org/news/unesco-iite-and-w3c-launch-an-introduction-to-web-accessibility-free-online-course/

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Distance learning in higher education – a promising modality for inclusion and valuation of persons with disabilities

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.

Authors

João Gonçalves, Assistant Professor at ISTEC

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João Gonçalves, Distance learning in higher education – a promising modality for inclusion and valuation of persons with disabilities

DOI: 10.31112/kriativ-tech-2020-08-40

Abstract

This article is based on a research whose objective was to analyse the adequacy and framework of distance learning for persons with disabilities, especially those with reduced mobility, as a measure that facilitates access to rights, in particular to higher education and personal development and professional.

The research has shown that distance learning is an alternative that facilitates access and continuation of studies by persons with reduced mobility. It is also a measure that contributes to the achievement of the objectives recommended in national and international instruments applicable to persons with disabilities, ensuring thus, participation, appreciation, equal opportunities, and non-discrimination, on equal terms with other citizens, translating into a set of advantages for persons with disabilities and the public interest.

Keywords

Disability, distance learning, access to rights

References

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[6] Gonçalves, João (2020). Distance learning in the pursuit of public policies of economic interest and valorization of knowledge. In Kriativ-Tech n.8, July

[7] Torres, Patricia; Fialho, Francisco (2009). Educação a distância: passado, presente e futuro. In Educação a Distância: o estado da arte. S. Paulo: Pearson Education do Brasil

[8] Silva, Robson (2009). A educação corporativa: universidades corporativas. In Educação a Distância: o estado da arte. S. Paulo: Pearson Education do Brasil

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MOVING ONLINE: Using the potencial of media for teaching and learning. A new pedagogy of learning contexts.

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.

Authors

Luisa Orvalho, Professora Coordenadora do ISTEC

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Luisa Orvalho, MOVING ONLINE: Using the potencial of media for teaching and learning. A new pedagogy of learning contexts.

DOI: 10.31112/kriativ-tech-2020-06-37

Abstract

Plenty of “disruptive” technologies have been introduced in society over the last decades while teaching remained static, but coronavirus has led to a rush of online teaching. The purpose of this article is to present the results of an Research - Action – Collaborative (R-A-C), in the context of higher education, carried out by a team of research professors from Instituto Superior de Tecnologias Avançadas (ISTEC), where one of the mandatory requirements is to have a certified teaching staff with pedagogical training for distance learning.This investigation aimed to answer the challenge / problem launched by the founding entity of ISTEC, of submitting an application to Agência de Avaliação e Acreditação do Ensino Superior (A3ES), for two new degree courses, in fully online, in the context of covid-19 pandemic. The qualitative methodology used in this research, carried out during the months of June, July and August 2020, by a collaborative team of 19 research professors, with descriptive analysis supported by the state of the art. Regarding the results, there was an effort in the research to gather contributions and pedagogical practices that can cover the specific needs of students enrolled in distance courses.

Keywords

Higher Education, Distance Learning, Design of Learning Context, Project-Based Learning (PBL), Open Educational Resources(OER), Rubrics

References

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Technology education challenges for the 21st century: how to prepare students for realities that do not yet exist

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.

Authors

João Emílio Almeida, Assistant Professor at ISTEC

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João Emílio Almeida, Technology education challenges for the 21st century: how to prepare students for realities that do not yet exist

DOI: 10.31112/kriativ-tech-2020-06-39

Abstract

The ongoing technological revolution, with the automation of many of the tasks traditionally performed by humans, in particular with the advent of Artificial Intelligence, will eliminate some jobs; however, will create others, nonexistent currently. The challenge facing higher education professors is to know what tools they should provide for students to prepare them for the future. Students now attending higher education, particularly those in the technological sector, will be confronted with new professions that do not yet exist. The question is, how do you prepare today's students to meet future technological challenges? In this article, a brief introduction to the theme is presented, highlighting the challenges that are posed to those in charge of educational training and some of the possible solutions to overcome them, in order to equip students with the necessary resources to face future challenges which, currently, we do not know what they will be.

Keywords

education, higher education, skills and knowledge.

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Mathematical course Design for eLearning environment

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.

Authors

António Santos, Assistant Professor at ISTEC

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António Santos, Mathematical course Design for eLearning environment

DOI: 10.31112/kriativ-tech-2020-06-38

Abstract

Mathematics, although seen as the ‘Achilles' heel of many students, has always accompanied humanity, adapting to the evolution of the times, and as such in an era when information technologies are part of people's daily lives. On the other hand, and taking into account the need for convenience of students, as well as the possibility of reaching a larger number of students, many educational institutions are beginning to adopt eLearning as one of the training possibilities. Since eLearning allows students to have access to their training anywhere and at any time, thus adapting to their pace of study and the time available for that purpose. Teachers and designers of mathematics courses try to take advantage of this form of teaching so that students reach their intended goals and start to see mathematics in a different way.

The involvement of students with the course can be an asset and motivate teachers and designers of mathematics courses, to create models that involve students in the teaching-learning process, and thereby increase student satisfaction with the course, as well as their greatest acquisition of knowledge. To carry out this task, there are some methodologies to be taken into account, recommended by some researchers.

Keywords

eLearning, Mathematics, Course Design, Social Presence, Assessment.

References

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Colomer, J., Pallisera, M., Fullana, J., Perez-Burriel, M. and Fernández, R.. (2013). Reflective Learning in Higher Education: A Comparative Analysis. Procedia - Social and Behavioral Sciences. 93. 364-370.

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Video as a media in distance learning: guiding principles

Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.

Authors

Paulo Duarte Branco, Assistant Professor at ISTEC

Media

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To cite this article

Paulo Duarte Branco, Video as a media in distance learning: guiding principles DOI: 10.31112/kriativ-tech-2020-06-36

Abstract

Video has become one of the most influent and used medias nowadays, being employed in learning in various contexts and approaches. It is being used by content creators and educators in non-formal, informal and/or formal learning environments, as well as from face-to-face (traditional) courses, as a support tool for teacher in the classroom (e.g. flipped classroom), to blended and full online courses. This paper intents to present some concepts and findings related to the use of video as a media in distance learning, addressing its potentials and guidelines for using this media in learning contexts.

Keywords

Distance learning, guiding principles, MOOC, video.

References

[1] R. M. Gagne, Instructional Technology: Foundations. Taylor & Francis, 2013. [2] M. G. Jones, “Defining Educational Technology for Classroom Learning,” 2005. [3] P. D. Branco, “TV.COMmunity: Arquiteturas | Avaliação | Contextos educativos,” Universidade de Aveiro, 2015. [4] Limelight Networks, “Market Research: The state of online video 2019,” 2020. [Online]. Available: https://www.limelight.com/resources/white-paper/state-of-online-video-2019/. [5] Google, “The Values of YouTube Study,” 2017. https://www.thinkwithgoogle.com/advertising-channels/video/self-directed-learning-youtube/ (accessed Jun. 18, 2020). [6] Youtbe Learning, “Your Guide to Enriching Lives, One Video at a Time,” 2018. https://services.google.com/fh/files/blogs/youtube_learning_best_practices.pdf (accessed May 14, 2020). [7] J. Bergmann, J. Overmyer, and B. Wilie, “The Flipped Class: Myths vs. Reality.” . [8] D. Zhang, L. Zhou, R. O. Briggs, and J. F. Nunamaker, “Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness,” Inf. Manag., vol. 43, no. 1, pp. 15–27, 2006, doi: https://doi.org/10.1016/j.im.2005.01.004. [9] P. D. Branco and M. P. Barbas, “TV.COMmunity – evaluation of an interactive video application with students and teachers,” in 10th International Technology, Education and Development Conference, 2016, pp. 607–613. [10] D. Shah, “Highlights from Coursera Partners Conference 2020,” 2020. https://www.classcentral.com/report/coursera-conference-2020-highlights/ (accessed Jun. 25, 2020). [11] Coursera, “Take student learning online in response to coronavirus,” 2020. https://www.coursera.org/coronavirus (accessed Jun. 21, 2020). [12] C. Impey, “Massive online open courses see exponential growth during COVID-19 pandemic,” 2020. https://theconversation.com/massive-online-open-courses-see-exponential-growth-during-covid-19-pandemic-141859 (accessed Jun. 19, 2020). [13] K. Chorianopoulos and M. N. Giannakos, “Usability Design for Video Lectures,” in Proceedings of the 11th European Conference on Interactive TV and Video, 2013, pp. 163–164, doi: 10.1145/2465958.2465982. [14] Z. Pi and J. Hong, “Learning process and learning outcomes of video podcasts including the instructor and PPT slides: a Chinese case,” Innov. Educ. Teach. Int., vol. 53, pp. 1–10, Jul. 2015, doi: 10.1080/14703297.2015.1060133. [15] C. J. Brame, “Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content,” CBE—Life Sci. Educ., vol. 15, no. 4, p. es6, Dec. 2016, doi: 10.1187/cbe.16-03-0125.

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Acceptance of Online Education in Portugal and in the World: Before and During Covid-19

Acceptance of Online Education in Portugal and in the World: Before and During Covid-19

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Jul. 30, 2020.

Authors

Rui Miguel Pascoal, Adjunct Professor at ISTEC

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Rui Miguel Pascoal, Acceptance of Online Education in Portugal and in the World: Before and During Covid-19

DOI: 10.31112/kriativ-tech-2020-06-35

Abstract

The model of education in Portugal and around the world is changing. Online education is not accepted by all, and it loses quality whether or not it is in a pandemic scenario. Therefore, this work of analysis and discussion aims to find out which the measures are most appropriate to be adopted to protect public health and at the same time maintain the quality of teaching and acceptance by all. The solution is based on a mixed teaching model, that is, some face-to-face classes and other in distance and e-learning classes, because online education has worse learning results than face-to-face education, according to experts in the field.

Keywords

Online Education, Education Acceptance, Education and covid-19, Distance Learning, Face-to-Face Learning, E-Learning.

References

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Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Jul. 30, 2020.

Authors

Sandra Pereira Gama, Assistant Professor at ISTEC-Porto

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Sandra Pereira Gama, Gamification Mechanisms for Online Learning

DOI: 10.31112/kriativ-tech-2020-06-32

Abstract

Gamification is the adoption of game elements in non-gaming contexts. While it has proven its success in educational settings, online learning presents a set of characteristics one must consider. This article discusses the particularities of online learning and the underlying restrictions of Student-Student Interaction. It presents a set of activities derived from state-of-the-art literature on online learning and gamification.

Keywords

Gamification, Online Learning, Student Engagement, Student-Student Interaction

References

[1]Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In D. M. Moore (Ed.), Handbook of Distance Education, pp. 129-144. Mahwah, NJ: Erlbaum.

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[4]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2015). Gamification for smarter learning: tales from the trenches. Smart Learning. Environments. 2, 10. Springer.

[5]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2016). Early Prediction of Student Profiles Based on Performance and Gaming Preferences. In IEEE Transactions on Learning Technologies, vol. 9, no. 3, pp. 272-284. IEEE.

[6]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2017). Studying student differentiation in gamified education: A long-term study. In Computers in Human Behavior, vol. 71, pp. 550-585. Elsevier.

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[15]Deterding, S., Sicart, M., Nacke, L., O’Hara, K. and Dixon, D. (2011). Gamification. using game-design elements in non-gaming context. In Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems, ser. CHI EA ’11. pp. 2425–2428. New York, NY, USA: ACM.

[16]Deterding, S. (2012). Gamification: designing for motivation. In Interactions, vol. 19, no. 4, pp. 14–17, Jul. 2012. ACM.

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[21]Li, W. Grossman, T. and Fitzmaurice, G. (2012). Gamicad: a gamified tutorial system for first time autocad users. In Proceedings of the 25th annual ACM symposium on User interface software and technology, ser. UIST ’12. New York, NY, USA. pp. 103–112. ACM.

[22]Mcclean, P., Saini-eidukat , B., Schwert, D. Slator, B. and White, A. (2001) Virtual worlds in large enrollment science classes significantly improve authentic learning”. In Proceedings of the 12th International Conference on College Teaching and Learning, pp. 111–118. Center for the Advancement of Teaching and Learning.

[23]Moreno, J. (2012). Digital competition game to improve programming skills. In Educational Technology & Society, vol. 15, no. 3, pp. 288–297. International Forum of Educational Technology and Society.

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Gamification Mechanisms for Online Learning

Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;

Accepted: Feb. 25, 2020.

Published: Jul. 30, 2020.

Authors

Sandra Pereira Gama, Assistant Professor at ISTEC-Porto

Media

PDF

To cite this article

Sandra Pereira Gama, Gamification Mechanisms for Online Learning

DOI: 10.31112/kriativ-tech-2020-06-32

Abstract

Keywords

Gamification, Online Learning, Student Engagement, Student-Student Interaction

References

[1]Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In D. M. Moore (Ed.), Handbook of Distance Education, pp. 129-144. Mahwah, NJ: Erlbaum.

[2]Aguilera, M. and Mendiz, A. (2003). Video games and education: (education in the face of a "parallel school"). In Computers in Entertainment, vol. 1, no. 1, pp. 1:1–1:10. ACM.

[4]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2015). Gamification for smarter learning: tales from the trenches. Smart Learning. Environments. 2, 10. Springer.

[5]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2016). Early Prediction of Student Profiles Based on Performance and Gaming Preferences. In IEEE Transactions on Learning Technologies, vol. 9, no. 3, pp. 272-284. IEEE.