Using Gamification to Design and Develop an E learning Environment to Prepare Students for Reflective Writing

Using Gamification to Design and Develop an E learning Environment to Prepare Students for Reflective Writing

Using Gamification to Design and Develop an E learning Environment to Prepare Students for Reflective Writing

By Sara Abdelmawgoud

Abstract

“This thesis explores the impacts of a gamified e‑learning environment on undergraduate engineering students’ reflective skills and engagement in reflective writing. Reflective skills are essential because they are crucial to Experience-based learning activities provided to students in their courses. However, preparing students to reflect faces many challenges. Educators may be reluctant to prepare students to reflect because of the time required to do so and the complexity of reflective learning practices. At the same time, many students believe that reflection is daunting or not important. This thesis presents the design and development of a practical solution for preparing students to reflect by using a gamification approach to design an e‑learning environment suitable for teaching students reflective writing. Gamification may be a suitable means for teaching reflection because it provides educators/designers with various elements and strategies suitable to facilitate reflection and develop engaging learning experiences. Also, many studies have shown promising positive results of using gamification in education. A design-based research methodology involving quantitative and qualitative studies using undergraduate engineering students in Australia was adopted. The methodology consisted of three main stages used to collect data and reflect on the e‑learning implementation. These stages were 1) Analysis and Exploration, 2) Design and Construction, 3) Evaluation and Reflection. In the Design and Construction stage, two iterative cycles of design – reflect – redesign were carried out; in each cycle, students tested the module and were then interviewed or surveyed to gain insights into their perspectives and suggestions to enhance the module. In the evaluation stage, the reflective skills module demonstrated its ability to significantly enhance students’ reflective writing, and it also was positively valued by students and they were satisfied with their learning experience.”

Reference

Abdelmawgoud, S. (2022). Using gamification to design and develop an E learning environment to prepare students for reflective writing. Retrieved November 1, 2022, from https://doi.org/10.26190/unsworks/24257

Keyword

Gamification, e-learning, environment, reflective writing, students, redesign, research