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dc.contributor.authorNousiainen, Tuula
dc.contributor.authorVesisenaho, Mikko
dc.contributor.authorAhlström, Emilia
dc.contributor.authorPeltonen, Marika
dc.contributor.authorFort, Santiago
dc.contributor.authorGómez, Sacha
dc.contributor.editorGarcía-Peñalvo, Francisco José
dc.contributor.editorGarcía-Holgado, Alicia
dc.date.accessioned2021-02-03T13:45:08Z
dc.date.available2021-02-03T13:45:08Z
dc.date.issued2020
dc.identifier.citationNousiainen, T., Vesisenaho, M., Ahlström, E., Peltonen, M., Fort, S., & Gómez, S. (2020). Gamifying Teacher Students’ Learning Platform : Information and Communication Technology in Teacher Education courses. In F. J. García-Peñalvo, & A. García-Holgado (Eds.), <i>TEEM'20 : Proceedings of the Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality</i> (pp. 688-693). ACM. <a href="https://doi.org/10.1145/3434780.3436659" target="_blank">https://doi.org/10.1145/3434780.3436659</a>
dc.identifier.otherCONVID_47878329
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/73968
dc.description.abstractThis paper presents initial results from a study exploring teacher students’ experiences related to the gamification of an online learning platform in higher education. The aim was to get an understanding of the participants’ views regarding the use of game elements and to examine the user type profile of this group in order to explore the potential of applying user types in planning gamification solutions for teacher students. The participants’ overall experience of having game elements as part of their course platform was principally positive. User types students presented were investigated using the Hexad scale adapted from game design: in this user group, Socialiser and Philanthropist were the predominant types while Disruptor was by far the least common one. In terms of learning tasks, the participants expressed being motivated particularly by tasks with a strong creative focus. The findings inform us about the directions to take in the development of suitable solutions for supporting teacher students’ motivation in online and blended learning.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherACM
dc.relation.ispartofTEEM'20 : Proceedings of the Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality
dc.rightsIn Copyright
dc.subject.othergamification
dc.subject.othereducation
dc.subject.otherapplied computing
dc.subject.otherhigher education
dc.subject.otherteacher students
dc.subject.otheronline learning
dc.subject.otherblended learning
dc.subject.otheruser types
dc.titleGamifying Teacher Students’ Learning Platform : Information and Communication Technology in Teacher Education courses
dc.typeconferenceObject
dc.identifier.urnURN:NBN:fi:jyu-202102031419
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/ConferencePaper
dc.relation.isbn978-1-4503-8850-4
dc.type.coarhttp://purl.org/coar/resource_type/c_5794
dc.description.reviewstatuspeerReviewed
dc.format.pagerange688-693
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 ACM
dc.rights.accesslevelopenAccessfi
dc.relation.conferenceInternational Conference on Technological Ecosystems for Enhancing Multiculturality
dc.relation.grantnumber2017-1-ES01-KA203-038266
dc.subject.ysoopettajankoulutus
dc.subject.ysooppimisalustat
dc.subject.ysoverkko-oppiminen
dc.subject.ysopelillistäminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p26951
jyx.subject.urihttp://www.yso.fi/onto/yso/p13627
jyx.subject.urihttp://www.yso.fi/onto/yso/p27310
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1145/3434780.3436659
dc.relation.funderEuropean Commissionen
dc.relation.funderEuroopan komissiofi
jyx.fundingprogramStrategic partnerships, E+en
jyx.fundingprogramStrategiset kumppanuushankkeet, E+fi
jyx.fundinginformationThis research was funded by ADeAPTIVE (Advanced Design of e-Learning Applications Personalizing Teaching to Improve Virtual Education) project with the support of the Erasmus + of the European Union (grant number 2017-1-ES01-KA203-038266). This study was also funded by ACCIO´, Spain (Pla d’Actuacio´ de Centres Tecnològics 2019) under the project Augmented Workplace. This study was also funded by the Fondo Supera COVID-19 (Project: Development of tools for the assessment in higher education in the COVID-19 confinement)
dc.type.okmA4


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