The Examining the Effects of Gamification in Active Learning on Increasing Trust within Classes in Periods of Integrated Study

DOI Web Site

Bibliographic Information

Other Title
  • 総合的な学習の時間におけるアクティブラーニング型授業のゲーミフィケーションが生徒の学級への信頼に与える効果の検討
  • ソウゴウテキ ナ ガクシュウ ノ ジカン ニ オケル アクティブラーニングガタ ジュギョウ ノ ゲーミフィケーション ガ セイト ノ ガッキュウ エ ノ シンライ ニ アタエル コウカ ノ ケントウ

Search this article

Abstract

<p>A survey was conducted for high school students to identify the ways in which instructional design and classroom management could make active learning more effective. Active learning and gamification were employed to design study lessons for high school students. We examined the effects of the lessons on the students by analyzing their responses before and after the class. The students who attended the class confirmed that they enjoyed the class as well as trusted their classmates. In addition, examination of findings from a simultaneous multi-population approach using the cross-lagged effects model yielded different outcomes depending on the course of study. In a general course of study, it was observed that "class gamification" has a positive influence on students' "trust in their classmates." On the other hand, a special education course indicated that "trust in classmates" has a positive effect on students' ability to "enjoy class." From these findings, it was suggested that if instructional design and classroom management were determined by the course type, implementation of 'active learning' classes at senior high schools can be effective.</p>

Journal

Keywords

Details 詳細情報について

Report a problem

Back to top