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Adaptive Gamification Models in Higher Education: Is There a Place for Self-Regulated Learning?
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Orientador(es)
Resumo(s)
Despite a growing body of research literature in gamification models, there is little systematic analysis and understanding of what makes up effective approaches to gamification. While generally positive, the impact of gamified interventions on student participation engagement depends on whether the student is motivated intrinsically or extrinsically. Self-Regulated Learning skills of time management, metacognition, critical thinking, and effort regulation were found to have significant positive correlations with academic success in online settings and to improve students’ satisfaction and learning persistence. These strategies can be taught to students and promoted by learning environments. Gamification as an educational strategy can contribute to developing these skills. In this paper, we present a review of adaptive gamification models for Higher Education and analyzed how they integrate Self-Regulated learning skills.
Descrição
Palavras-chave
Adaptive gamification Personalized learning Self-regulated learning
Contexto Educativo
Citação
Raleiras, M., Viana, J., & Costa, F. (2020). Adaptive gamification models in higher education: Is there a place for self-regulated learning?. In EDULEARN20 Proceedings (pp. 5949-5955). IATED.
Editora
International Academy of Technology, Education and Development (IATED)