Teachers’ and Students’ Perception of Gamification in Online Tertiary Education Classrooms During the Pandemic-Reference-Cited by-同舟云学术

Teachers’ and Students’ Perception of Gamification in Online Tertiary Education Classrooms During the Pandemic

Published:2022-04-09 Issue:3 Volume:3 Page:
ISSN:2662-995X
Container-title:SN Computer Science
language:en
Short-container-title:SN COMPUT. SCI.

Author:

Chan Sumie^ORCID,Lo Noble

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s42979-022-01117-w.pdf

Reference7 articles.

1. Campillo-Ferrer GM, Miralles-Martínez P, Sánchez-Ibáñez R. Gamification in higher education: impact on student motivation and the acquisition of social and civic key competencies. MDPI. 2020;12(12):4822. https://doi.org/10.3390/su12124822.

2. Fridolin STT, Lam WH, Ronnie HS. Active learning via problem-based collaborative games in a large mathematics university course in Hong Kong. Educ Sci. 2019;9(3):172. https://doi.org/10.3390/educsci9030172.

3. Kapp K. The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer; 2012.

4. Kotob MM, Ibrahim LA. Gamification: The effect on students’ motivation and achievement in language learning. J Appl Linguist Lang Res. 2019;6(1):177–198. https://www.jallr.com

5. Liao CY, Chen ZH, Cheng HN, Chan TW. Effects of friendship relations and gender differences on classroom-based surrogate competitive learning. J Comput Educ. 2018;5(3):259–77.

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