乐趣如何战胜恐惧:研究生水平统计学课程的游戏化

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mai P. Trinh, Robert J. Chico, Rachel M. Reed
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引用次数: 0

摘要

在教授统计学等困难学科时,创新的教学方法有助于提高学生的参与度和学习成果。这篇教学创新文章阐述了如何将游戏化应用于管理教育,以改善学生的学习体验、参与度和知识获取。我们的目的是证明游戏化不仅是在我们的领域建立游戏和游戏思维的一种强大方式,而且是教育技术的一种多种应用,可能会增强管理知识的教授方式。此外,管理教育工作者加入并为更大的虚拟革命做出贡献,这是一种低风险的方式。我们记录了将技术,教学法和内容知识(TPACK)能力框架与力学,动力学和美学(MDA)设计框架相结合的过程,以在研究生水平的统计学课程中创建理论和实践动机的游戏化设计。通过学生的数据和反馈,我们证明了游戏化有助于创造积极的学习体验,促进课程中的互动,并有助于统计知识的学习。我们为有兴趣的教育工作者在他们的课程中实施游戏化提供了建议和具体的例子。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How Fun Overcame Fear: The Gamification of a Graduate-Level Statistics Course
Innovative instructional methods can help improve student engagement and learning outcomes when teaching difficult subjects, such as statistics. This instructional innovation article illustrates how gamification can be applied in management education to improve students’ learning experience, engagement, and acquisition of knowledge. Our purpose is to demonstrate how gamification is not only a powerful way to build on the use of games and game thinking in our field, but also a versatile application of education technology that could potentially enhance the way management knowledge is taught. Furthermore, it is a low-risk way for management educators to join and contribute to the larger virtual revolution. We document the process of combining the Technology, Pedagogy, and Content Knowledge (TPACK) competency framework and the Mechanics, Dynamics, and Aesthetics (MDA) design framework to create both theoretically and practically motivated gamification designs in a graduate-level statistics class. With student data and feedback, we demonstrate that gamification helped create a positive learning experience, facilitated interactions in the course, and assisted the learning of statistical knowledge. We offer suggestions and concrete examples for interested educators to implement gamification in their courses.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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