Search Results (23)

In response to challenges around student engagement and teacher technological proficiency, this paper looks at the impact of gamification on students’ mathematical resilience whilst monitoring their mathematical anxiety plus investigating teachers’ experiences, willingness, and professional development ambitions to utilise gamified instructional tools in the mathematics classroom. Drawing on strategies to motivate students, the aim of this paper is to unbundle gamification in enacting curriculum change and the role of teacher professional development in using the pedagogical approach in mathematics in Ireland. Ireland is currently experiencing second-level curriculum reforms that are placing particular emphasis on digital competence and technological fluency from both teachers and students. With teachers highlighting the gap in educators’ pedagogical skills for the smooth roll out of recent curriculum reform due to the lack of knowledge and competency in technological teaching strategies, this study is both relevant and timely. Games have been used in multiple industries aiming to motivate participants and increase engagement on a particular matter. However, the term “gamification” has been coined by Pelling as the use of games in a non-gaming context. Current students are very technologically savvy due to the exposure of software applications from a young age and the integration of technological appliances in all walks of life. Traditional teaching and learning strategies are potentially seen as monotonous and somewhat boring to today’s students. Utilising game-based design such as leaderboards, points, and badges encourages motivation and enhances engagement of students. With this in mind, and the rate of change in mathematics curricula globally in recent years, there is a significant emphasis on the necessity of professional development initiatives to adapt at the same rate. Full article

The phenomenal growth of digital learning platforms has brought new learner engagement and retention challenges to higher education. This study proposes a framework that integrates game mechanics—leveling systems, badges, and timely feedback—with artificial intelligence (AI)-driven personalization to meet the challenges of enhanced adaptability, motivation, and learning outcomes in online environments. Key design elements were identified through literature reviews and consultations with instructional design experts, leading to the development an adaptive learning platform prototype. The prototype underwent an eight-week pilot study with 250 Prince Sattam Bin Abdulaziz University (PSAU) students randomly assigned to a control group (non-adaptive system) or an experimental group (adaptive system). Data sources included pre- and post-tests, platform engagement analytics, and learner perception surveys. The results showed that the adaptive group outperformed the control group in the post-test scores (M = 85.2, SD = 6.4 vs. M = 78.5, SD = 7.2) and motivation levels (M = 4.2, SD = 0.7 vs. M = 3.6, SD = 0.8). Additionally, 82% of the adaptive group achieved mastery-level performance compared to 64% in the control group. These findings demonstrate the potential of integrating game mechanics and AI-driven personalization to transform digital learning, offering a roadmap for scalable, data-driven adaptive platforms. Future research will address long-term retention and diverse subject applications. Full article

In an era characterized by rapid technological advancements and shifting workforce demands, higher education institutions must continuously evolve to foster lifelong learning and career adaptability. This paper presents an updated framework for integrating microcredentials—such as digital badges, certificates, and other forms of recognition—into traditional academic programs. By acknowledging and validating specific skills and competencies, microcredentials can enhance student motivation, engagement, and employability in an increasingly dynamic job market. The updated framework emphasizes a more integrated, personalized, and agile approach to learning, addressing emerging challenges in assessment, quality assurance, and institutional adaptation. Moreover, this study investigates the perspectives of employers and students regarding the value and effectiveness of microcredentials. It explores how employers perceive microcredentials as valuable tools for skill verification and hiring decisions, while students view them as critical for enhancing their employability and advancing their careers. This paper examines recent advancements in microcredentialing, discusses the evolving landscape of lifelong learning, and offers insights into how these innovations can bridge the gap between formal education and professional practice. With strategic implementation, microcredentials can significantly contribute to a more responsive and effective higher education system, preparing students for success in a continually changing environment. Full article

With the global population of individuals aged 60 and above steadily increasing, the need for effective and realistic solutions to promote healthy aging has become imperative. Leveraging the potential of serious games, gamification, and immersive technologies, this study focuses on developing and implementing a practical and tailored gamified platform to foster active aging in older adults. This platform was designed to incorporate game elements such as points, badges, levels, rankings, achievements, and immersive 360-degree images to provide a realistic and captivating user experience. Six distinct games and challenges have been developed through an extensive and iterative design process, each carefully calibrated to accommodate the aging population’s diverse cognitive abilities and interests. By combining the engagement-enhancing features of gamification with the immersive realism of 360-degree images, our platform offers a gamified and immersive solution for older adults. The gamified experiences are enjoyable and directly target cognitive functions, enhancing memory, attention, and problem-solving skills. The platform’s design has been refined through user feedback and usability testing, ensuring its relevance and effectiveness in real-life scenarios. The outcomes of this research shed light on a practical approach to active aging, emphasizing the importance of incorporating gaming experiences to engage and stimulate older adults. This study provides insights for the design and implementation of future interventions aimed at promoting digital literacy and technological proficiency among older populations, ultimately contributing to their active and fulfilling participation in the digital age. Full article

This study explores the potential of micro-credentialing and digital badges in developing and validating the knowledge, skills, and other attributes (KSaOs) required for diverse Remotely Piloted Aircraft Systems (RPAS) operations. The rapid proliferation of drone usage has outpaced the development of necessary KSaOs for safe and efficient drone operations. This research aims to bridge this gap by identifying the unique and specific KSaOs required for different types of drone operations and examining how micro-credentialing and digital badges can provide tangible evidence of these KSaOs. The study also investigates the potential benefits and challenges of implementing digital badges in the RPAS sector and how these challenges can be addressed. Furthermore, it explores how digital badges can contribute to the standardization and recognition of RPAS competencies across different national regulatory bodies. The methodology involves observational studies of publicly available videos of drone operations, with a focus on agriculture spraying operations. The findings highlight the importance of both generic and specific KSaOs in RPAS operations and suggest that digital badges may provide an effective means of evidencing mastery of these competencies. This research contributes to the ongoing discourse on drone regulation and competency development, offering practical insights for regulators, training providers, and drone operators. Full article

Gamification, the integration of game design elements into non-game contexts, has gained prominence in the software engineering education and training realm. By incorporating elements such as points, badges, quests, and challenges, gamification aims to motivate and engage learners, potentially transforming traditional educational methods. This paper addresses the gap in systematic evaluations of gamification’s effectiveness in software engineering education and training by conducting a comprehensive literature review of 68 primary studies. This review explores the advantages of gamification, including active learning, individualized pacing, and enhanced collaboration, as well as the psychological drawbacks such as increased stress and responsibility for students. Despite the promising results, this study highlights that gamification should be considered a supplementary tool rather than a replacement for traditional teaching methods. Our findings reveal significant interest in integrating gamification in educational settings, driven by the growing need for digital content to improve learning. Full article

Since its conceptualization in 2008, blockchain technology has advanced rapidly and been applied in multiple domains. In higher education, blockchain can be applied to develop ICT systems that can revolutionize student accreditation through certificate verification and micro-accreditations, which represent skills and other learning outcomes, in the form of digital/smart badges. While there are multiple studies that highlight the significance of blockchain in higher education and propose digital systems, few of those studies include the evaluation of such proposed systems by real users. As such, the research question of how useful a higher education blockchain system would be for its relevant stakeholders remains largely unanswered. In the research publication at hand, a blockchain-powered higher education platform was applied in the School of Electrical and Computer Engineering of the National Technical University of Athens, where it was used and evaluated by students and professors at the school. The evaluation of the platform was positive, and participants found that the smart badge functionality was among the most useful. Finally, the execution and evaluation of the pilot led to several lessons learned and policy recommendations towards dealing with existing barriers and further promoting blockchain in higher education. Full article

Management of competencies is a crucial concern for both learners and workers as well as for training institutions and companies. For the former, it allows users to track and certify the acquired skills to apply for positions; for the latter, it enables better organisation of business processes. However, currently, most software systems for competency management adopted by the industry are either organisation-centric or centralised: that is, they either lock-in students and employees wishing to export their competencies elsewhere, or they require users’ trust and for users to give up privacy (to store their personal data) while being prone to faults. In this paper, we propose a user-centric, fully decentralised competency management system enabling verifiable, secure, and robust management of competencies digitalised as Open Badges via notarization on a public blockchain. This way, whoever acquires the competence or achievement retains full control over it and can disclose his/her own digital certifications only when needed and to the extent required, migrate them across storage platforms, and let anyone verify the integrity and validity of such certifications independently of any centralised organisation. The proposed solution is based on C-Box^®, an existing application for the management of digital competencies that has been improved to fully support models, standards, and technologies of the so-called Web 3.0 vision—a global effort by major web organisations to “give the web back to the people”, pushing for maximum decentralisation of control and user-centric data ownership. Full article

The COVID-19 disease has dramatically changed lives worldwide, including education. This is a challenge for traditional learning. In fact, the European Higher Education Area poses the challenge of boosting the quality of teaching through active methodologies supported by digital pedagogy. Gamification is one of these tools and it has considerable attention in the healthcare literature. We aimed to create a game in the Campus Bio-Medico University Hospital Foundation in order to offer continuing education on Quality and Clinical Risk procedures to our staff. The 2021 “Campus Game” (178 players) introduced the “Badge Challenge” (Team Building, Procedures, and Security) and 73 questions. The leaderboard of every single match was posted in some of the hospital’s strategic areas and also published online on the company intranet to ensure engagement and competitiveness. Gamification has spontaneously promoted teamworking and a virtuous process of multiprofessional education. We found that, during the Campus Game, there was a 4.9% increase in access to the intranet page containing information on Quality and Patient Safety and an 8% increase in access to the Hospital Policies and Procedures. In the near future, we wish to expand this game, involving hospitals with similar types of activity and levels of attention to quality and safety issues, and also to enhance the network of partners and the principles of Q&S management itself. Full article

The digital marketplace has rapidly grown, transitioning the market of video games from physical localized experiences to more networked, expanded, virtual spaces. With a highly competitive business market, platform governance policy allows for the emergence of rapidly growing publishing platforms for digital video games such as the Steam platform. This study demonstrated the importance of the meta-gaming of a platform based on the Steam platform; 18,658 Steam-listed games were acquired and analyzed from the Steam Store, Steam Spy, and Steam achievement databases. A detailed analysis was conducted where key research questions were formulated concerning the game information. This study found that digital badging (i.e., achievements) increases players’ engagement with the publishing platform with good auxiliary data (such as types, rating, releases, and prices). Based on such findings, an opportunity for a new business model is envisioned. Full article

In the contemporary era of global and sustainable information management, blockchain has made a cutting-edge transformation in online learning. To apprehend this new trajectory, this current systematic review with bibliographic visualization aims to identify the thematic clusters of underlying aspects concerning the sustainable nexus of blockchain and online learning. Using the updated guidelines of the PRISMA flowchart, a total of 434 scholarly research papers from the mainstream research databases, i.e., Web of Science, Scopus, IEEE Xplore, and ScienceDirect, were inspected to be categorized into 15 relevant publications. Bibliographic data were assembled and analyzed accordingly to construct network visualization maps, such as co-authorship, citation, co-citation, bibliographic coupling, and term co-occurrence using VOSviewer 1.6.18. Significant terms were reported and later cross-mapped with those identified by critically reviewing the applicable 15 papers. Standardized scholarship, behavior pattern, and digital badging have been found and derived as themes from the connected clusters. Therefore, current research findings reveal these three broad clutches of themes concerning the sustainable nexus of blockchain and online learning. Full article

Cities have been growing at an impressive rate, and with the advancement of technology and digitization, new ways have been proposed to provide cities with a certain level of autonomy and intelligence so that they can self-regulate tasks that currently take a lot of time for both citizens and authorities, and which also have a negative impact on the environment. We have recently experienced one of the most abrupt changes in history as a result of the COVID-19 pandemic, where millions of people, businesses, schools, companies, governments, etc., have had to modify their ways of working, in addition to dealing with many other changes in the present moment, the most important of which is the transition to electronic transactions. This is a chance to progress toward smart city transformation and the implementation of models that assist citizens in their ordinary activities. One of the most common activities is the purchase of real estate. In this study, we propose a model to make the purchase and sale of real estate more equitable and fairer, and not just based on the amount of money. A smart home should be able to identify who its current owner is by functioning as an IoT badge, and, after the subject’s identity has been verified, it should be granted full access to all services, or else it should be blocked and/or alerted to the authorities. The use of smart contracts in a blockchain to transfer ownership of a smart home that includes, as inputs, those interested in acquiring a specific house and, as outputs, a person who chose the system based on the requirements previously established by the government of the Smart City. As a result, susceptibility to fraud or interference by a third person is reduced, and an individual’s security of living in a smart home, and therefore, in a smart city, is strengthened. Full article

The main purpose of this work is to describe the process of design and implementation of a novel e-Learning platform, named Digital Brick, intended to enhance the students’ experience in obtaining formal certifications of their competencies. The research method we followed starts form a deep study of the state of the art that showed us the need to invest more research effort on delivering open and flexible online environments to enable students in finding and passing courses with final formal certifications of learning. To reach this goal, we (i) designed a complete system architecture around a standard (SCORM compliant) learning management system in order the approach should be reusable as much as possible. We (ii) introduced specific modules to separate responsibilities on the definition and issuing of formal certifications using digital badges according to the IMS Open Badges standard. We (iii) exploited blockchain technology to make the sharing of badges among actors more secure, transparent and open. Finally, we (iv) introduced a new recommendation algorithm based on machine learning techniques to give advice to students about study materials and learning paths. We spent a significant part of our effort carrying out both a functional and quantitative validation of our proposal. The obtained results are presented through a laboratory case study that involves all the components of the architecture, and the outcomes are discussed providing numerical performance indicators. In conclusion, the resulting platform introduces digital badges and blockchain as tools to share recognized achievements among earners and issuers, and machine learning algorithms to provide students with recommendations on the learning material, learning objects, courses and learning paths more suitable for their learning styles. Full article

This paper describes a research study related to the development (conception, production, implementation and evaluation) of a set of transmedia activities associated with the study of humans ‘use of rocks. To do so, a narrative was created to guide students through a set of tasks—namely, during and after a field trip. During this field trip, students had to macroscopically identify a rock sample and record its geographical location, as well as take pictures in six stations. According to the data collected, students would, after the field trip, share this knowledge in a digital learning environment and collect pieces of a puzzle and, in some cases, badges. These transmedia activities, in line with the STS (Science-Technology-Society) perspective, aimed at contributing to the diversification of educational resources for Geosciences education. The study, predominantly qualitative in nature, reached 104 students from the 7th and 5th grades in a Natural Sciences course and the analysis of data suggests that students showed some skills in areas such as “interpersonal relationships”, “scientific, technical, and technological knowledge” and “information and communication”, although in this case they can be considered rather limited. Full article

Badges in education are an increasingly popular phenomenon, and a variety of questions exists as to the abilities and effectiveness of badges. In this study, the effect of digital badges within a Moodle-based online homework system was studied for an undergraduate general physics course at a large research-based university in northeast Taiwan. One hundred and sixty-two participants from two General Physics sessions were involved in this study and divided into two groups through self-selected options. Sixty-eight students in the treatment group could use digital badges in the online homework system, being able to earn one badge per assignment for turning their assignments in earlier than the assignment deadline, while the other students in the control group had no digital badges in the online homework system. The results showed that students in the treatment group turned in their assignments earlier than students in the control group did, and this difference was statistically significant. Further analysis showed that students in the treatment group spaced out their assignment practice more than students in the control group did, and the difference was statistically significant. Additionally, students in the treatment group actively attempted to earn badges, as there was a statistically significant increase in the number of badges earned by students in the treatment group over those in the control group. Based on a questionnaire given to study participants towards the conclusion of the study, the study found that students’ perception of badges was positive. These findings corroborate earlier findings by other researchers that badges can be used to motivate specific behaviors in students whilst requiring minimal changes to the course structure. However, further corroborating earlier research is the finding that badges may not be particularly useful to motivate students towards challenging tasks. An earlier study of this course in a preceding academic year found that students are appreciative of the online homework system, and it appears from this study that the primary function of badges within the system is to enhance the experience of students, as well as to motivate timely engagement with assignments. Full article