The transition from social network to gamification for education: knowledge level of Thai higher education students

dc.contributor.author Poonsri Vate-U-Lan
dc.date.accessioned 2016-01-20T01:52:51Z
dc.date.available 2016-01-20T01:52:51Z
dc.date.issued 2013
dc.description.abstract This research article reviews ‗Gamification‘ and other new technology strategies for educational purposes. The objective of this research paper is to report a result of a case study in a selected university in Bangkok. Gamification is the concept of applying game- design thinking to non-game applications to make them more enjoyable and engaging. Gamification has been recommended as a future innovation in student support which may replace Social Networks. Gamification will influence learning management methods and learning material design. The challenge of using gamification relates to educational psychology and the guidance provided by educational technology. This case study was conducted during a seminar in February 2013. Forty university students participated in this case study. Twenty-nine students remained involved in the research, with 23 respondents returning a completed survey form and six students being formally interviewed. Three groups of university students participated in this research consisting of bachelor, master‘s and doctoral degree students (60.9%, 21.7% and 17.4% respectively). All students came from the Faculty of Industry Education, Department of Educational Technology in Vocational and Technical Education. There were more male participants (60.9%) than female participants (39.1%). The questionnaire mainly focused in eliciting the levels of knowledge towards eight technology keywords: Infographic, Gamification, Mixed Reality, Social Networks, Cloud Computing, Augmented Reality, Learning Management System (LMS) and Personal Learning Environment (PLE). The research showed that almost all participants (91.3%) were familiar with Social Networks. Also most of the participants (82.6%) were very interested in the concept of gamification but a low 17.4% knew and understood what gamification actually was in detail until participating in the research process and activities.
dc.format.extent 6 pages en_US
dc.format.mimetype application/pdf en_US
dc.identifier.citation ICET 2013 57th WORLD ASSEMBLY Innovation and Trends in Education (June 25-28, 2013), 953-598
dc.identifier.uri https://repository.au.edu/handle/6623004553/17601
dc.language.iso eng en_US
dc.publisher The 57th World Assembly of the International Council on Education for Teaching (ICET 2013). en_US
dc.subject Gamification
dc.subject Higher education
dc.subject Social networks
dc.subject Thailand
dc.title The transition from social network to gamification for education: knowledge level of Thai higher education students en_US
dc.type Text en_US
mods.genre Article en_US
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