2000) fostering critical thinking (Borsoto 2004 Thomas 2002) increasing student interaction (Carswell et al. 2008) improving student learning in the classroom (Luppicini 2007) student involvement in the construction of knowledge (Lucas and Moreira 2010 Roschelle et al. Many of studies related to online discussion was previously associated with collaborative learning (Dixon et al. Among them are the quality of the online discussion is more of a statement than a discussion, conversation is limited to the use of text, unable to identify emotions in discussion and face-to-face interaction was not able to be performed (Shin and Lee 2014 Stodel et al. Learning Environments based on gamification strategy to engage students in delivering engaging content. This framework integrates three-Dimensional Virtual The findings help stakeholders at higher education institutions to propose a framework. Importance, and its relation with a 3D virtual learning environment. As well as it reviews the concept of student engagement, its In addition, it reviews the strategy of gamification, its components, and its designing steps frameworks. The 3D virtual learning environment, its importance, and when to use it in theĮducational process. The methodology used in the identification of successful strategiesĪnd practices are based on reviewing the literature about the concept of the Gamification strategy as a model that is guided by its stages and steps toĭevelop student engagement at Mansoura University in Egypt. Virtual learning environments in the light of employing a This paper aims to present a proposed model for designing 3D Of games in virtual learning environments to achieve maximum fun and Latest e-learning strategies, including the gamification strategy, which is aĪ didactic approach that can motivate students to learn by using the elements Into the learning process and in light of the search for the continuousĭevelopment and improvement of these environments by employing the Learner to interact with them, and as a result, the learner emerges effectively Most important technological innovations that have attracted the attention ofĮducational institutions due to their ability to simulate reality and allow the Hree-dimensional virtual learning environments are considered the We used these two chat utilities because they were available in the computer labs where the study took. In terms of function, these utilities are isomorphic. Yahoo! Messenger runs on PCs, students who participated on PCs utilized Yahoo! Messenger. The available computer labs at the university contained both Macs and PCs iChat runs on the Mac and students who participated on Macs worked in iChat. While some may be concerned with the extra effort needed to toggle between the two windows, our results (reported below) do not indicate that this was an undue burden on the students in this condition. The SR ? T condition necessitated toggling between two open windows-the chat utility window and the web page displaying the images. The items displayed there were labeled object 1, object 2, etc., (see Fig. The site was created by the researchers specifically for this study and did not contain links to other web sites. They also had access to a stand-alone web page that displayed images of various toys and preschool equipment which served as shared representations. Students in the SR ? T condition used the Yahoo! Messenger chat utility (see Fig. Students in the TEXT condition utilized the iChat utility available on Apple computers (see Fig. discussion tools and setting Three online discussion tools were used in the study.
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