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A Study of Learners' Behavior, Cognition, and Attitudes in Cooperative Learning Using Gamification
A Study of Learners' Behavior, Cognition, and Attitudes in Cooperative Learning Using Gamification
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152129
- ISBN
- 9798383623930
- DDC
- 371
- 서명/저자
- A Study of Learners Behavior, Cognition, and Attitudes in Cooperative Learning Using Gamification
- 발행사항
- [Sl] : Indiana University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 178 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
- 주기사항
- Advisor: Brush, Thomas A.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2024.
- 초록/해제
- 요약This dissertation contributes to our comprehension of the impact of gamification on online cooperative learning, particularly in enhancing educational outcomes (behavior, cognition, and attitudes). Through explanatory mixed-method research, this study aims to answer to what extent gamification influences educational outcomes in the context of cooperative learning and in what way gamification facilitates learners through cooperative learning. The growing utilization of gamification in motivating people to pursue shared goals in various contexts, such as healthy behavior, business, and crowdsourcing, is the main drive for this study. This study strives to understand the interplay between dedicated cooperation theory, social interdependence theory embedded in cooperative learning, and gamification, and how they influence educational outcomes. In this study, the influence of gamification on behavior and cognitive outcomes in cooperative learning is evident. On the contrary, the study found no evidence to support the positive effects of gamification on attitudinal outcomes. Furthermore, from the qualitative investigation, learners perceive the presence of gamification to be positive in motivating them to engage in learning activities and collaborate with others. On the other hand, learners perceive that the overemphasis on quantitative feedback, such as points and grades, might overshadow qualitative feedback on learning. This research paves the way for further exploration into the multifaceted roles of gamification in cooperative learning and offers insights for designing effective online cooperative learning experiences enriched by gamification.
- 일반주제명
- Educational technology
- 일반주제명
- Education
- 일반주제명
- Educational psychology
- 키워드
- Game
- 키워드
- Gamification
- 키워드
- Playfulness
- 기타저자
- Indiana University School of Education
- 기본자료저록
- Dissertations Abstracts International. 86-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798383623930
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aSlamet, Taufik Ikhsan.▼0(orcid)0000-0003-1931-7027
■24512▼aA Study of Learners' Behavior, Cognition, and Attitudes in Cooperative Learning Using Gamification
■260 ▼a[Sl]▼bIndiana University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a178 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: A.
■500 ▼aAdvisor: Brush, Thomas A.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2024.
■520 ▼aThis dissertation contributes to our comprehension of the impact of gamification on online cooperative learning, particularly in enhancing educational outcomes (behavior, cognition, and attitudes). Through explanatory mixed-method research, this study aims to answer to what extent gamification influences educational outcomes in the context of cooperative learning and in what way gamification facilitates learners through cooperative learning. The growing utilization of gamification in motivating people to pursue shared goals in various contexts, such as healthy behavior, business, and crowdsourcing, is the main drive for this study. This study strives to understand the interplay between dedicated cooperation theory, social interdependence theory embedded in cooperative learning, and gamification, and how they influence educational outcomes. In this study, the influence of gamification on behavior and cognitive outcomes in cooperative learning is evident. On the contrary, the study found no evidence to support the positive effects of gamification on attitudinal outcomes. Furthermore, from the qualitative investigation, learners perceive the presence of gamification to be positive in motivating them to engage in learning activities and collaborate with others. On the other hand, learners perceive that the overemphasis on quantitative feedback, such as points and grades, might overshadow qualitative feedback on learning. This research paves the way for further exploration into the multifaceted roles of gamification in cooperative learning and offers insights for designing effective online cooperative learning experiences enriched by gamification.
■590 ▼aSchool code: 0093.
■650 4▼aEducational technology
■650 4▼aEducation
■650 4▼aEducational psychology
■653 ▼aCooperative learning
■653 ▼aEducation statistics
■653 ▼aGame
■653 ▼aGamification
■653 ▼aLearning outcomes
■653 ▼aPlayfulness
■690 ▼a0710
■690 ▼a0515
■690 ▼a0525
■71020▼aIndiana University▼bSchool of Education.
■7730 ▼tDissertations Abstracts International▼g86-02A.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163048▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
