Modelling gamified e-learning experiences with user profiles

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F23%3A00131309" target="_blank" >RIV/00216224:14410/23:00131309 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/MISKOV2023MOD" target="_blank" >https://library.iated.org/view/MISKOV2023MOD</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2023.1867" target="_blank" >10.21125/edulearn.2023.1867</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Modelling gamified e-learning experiences with user profiles

Popis výsledku v původním jazyce

E-learning is an up-to-date and effective technological aid for distance learning at universities. Research into the motivational potential of gamification of the online learning environment allows us to get a clearer idea of the attitudes and experiences of university students in selected courses with e-learning support. In this paper I examine how digital games can enter teaching and learning at university. The focus is to find out what potential students see in the application of game principles in e-learning, and thus recognize the possibilities and limits of their implementation. The main research question is how the differences in age, gender, frequency of gaming, perceived difficulty of the course and satisfaction with online learning environment among students affect the perception of gamification and game elements in e-learning. Based on the findings, I recommend to teachers and developers of online learning environments how they could improve their design in accordance with the needs and preferences of students.

Název v anglickém jazyce

Modelling gamified e-learning experiences with user profiles

Popis výsledku anglicky

E-learning is an up-to-date and effective technological aid for distance learning at universities. Research into the motivational potential of gamification of the online learning environment allows us to get a clearer idea of the attitudes and experiences of university students in selected courses with e-learning support. In this paper I examine how digital games can enter teaching and learning at university. The focus is to find out what potential students see in the application of game principles in e-learning, and thus recognize the possibilities and limits of their implementation. The main research question is how the differences in age, gender, frequency of gaming, perceived difficulty of the course and satisfaction with online learning environment among students affect the perception of gamification and game elements in e-learning. Based on the findings, I recommend to teachers and developers of online learning environments how they could improve their design in accordance with the needs and preferences of students.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EDULEARN23 Proceedings

ISBN

9788409521517

ISSN

2340-1117

e-ISSN

—

Počet stran výsledku

10

Strana od-do

7131-7140

Název nakladatele

IATED

Místo vydání

Palma, Spain

Místo konání akce

Palma, Spain

Datum konání akce

3. 7. 2023

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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