Winning Together: Using Game-Based Response Systems to Boost Perception of Learning

Autor/inn/en	Ashtari, Sadaf; Taylor, Joseph
Titel	Winning Together: Using Game-Based Response Systems to Boost Perception of Learning
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 21 (2021) 1, S.123-141 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Game Based Learning; Audience Response Systems; Educational Technology; Handheld Devices; Learner Engagement; Information Systems; Undergraduate Students; Learning Motivation; Student Participation; Business Administration Education; Predictor Variables; Academic Ability; Ethnicity; Grades (Scholastic); Achievement Gap; Active Learning + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Motivation for studies; Lernmotivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Prädiktor; Ethnizität; Notenspiegel; Aktives Lernen
Abstract	The integration of game-based techniques, Internet, and mobile phone technology in teaching has been adapted recently in classes as a Game-based Classroom Response System (GCRS). Game-based technological tools can make the learning environment more appealing for students, increase their learning perception and level of engagement. This cross-sectional study explores student perception of learning using GCRS (Kahoot) in undergraduate Information Systems courses. This study also examines the simplicity of working with GCRS, the extent to which the technology motivates student engagement, and the extent to which different features of GCRS can trigger or facilitate student participation. The effects of students' grade, gender, ethnicity, and age are examined as moderator factors on the relationships between ability, motivation, trigger, and students' perception of learning. Two groups of Business students enrolled in one general business course, Introduction of Management Information Systems (MIS101) and one upper-level course, Business Data Telecommunication (MIS140) were selected as a convenience sample. The findings suggest that the ability, motivation, and trigger capabilities of the GCRS were the most important predictors for the students' perception of learning in MIS101. Also, ethnicity, grade, and age were found to have moderator effects on the relationship between ability and motivation, and the perception of learning in the MIS140 sample. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01