Vocabulary by Gamification Kingsley, Tara L.; Grabner-Hagen, Melissa M.
The Reading teacher,
March/April 2018, Letnik:
71, Številka:
5
Journal Article
Recenzirano
Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is ...sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified vocabulary curriculum begins with clear learning goals, a careful selection of key terms, and the transformation of activities into quest challenges. This article shares how to design a gamified vocabulary curriculum to scaffold higher order thinking skills. Snapshots and examples of vocabulary gamification, along with suggestions for everyday practice, are included and aligned to the levels of Bloom's taxonomy. A discussion on how gamification supports student autonomy and mastery learning in a goal‐oriented environment is provided.
“My biggest motivation is unexpected results. I lose track of time when I am doing experiments ...” This and more about Akira Harada can be found on page 1244.
This book, focused exclusively on demotivation, helps readers understand motivational issues in language learning from a new perspective. It presents research situated in Japanese English-teaching ...contexts and serves as a base for anyone wishing to better understand the causes of demotivation in SLA and to explore the topic in their own contexts.
A “Good Game” of Readers Responding Smutny, Nicole Danice; Saal, Leah Katherine
The Reading teacher,
March/April 2021, Letnik:
74, Številka:
5
Journal Article
Recenzirano
In this article, the authors describe the impact of a reader response game in an English language arts classroom. They explore the theoretical intersection of game‐based learning and “good games” and ...transactional theory as a framework for this practice. After incorporating a “good game” of reader response in classes, the authors found that the students increased both their volume of texts read and their engagement across text format/type and genre. The authors conclude by discussing the theoretical and instructional implications of using a reader response style game in the English language arts classroom and beyond.
This article addresses the controversy regarding the value of offering choices as a teaching practice. Inconsistent of results regarding the effects of choice in various settings suggest that choice ...can be either motivating or de-motivating. Based on the self-determination theory of motivation (Deci & Ryan, 2000), we propose that choice can be motivating when the options meet the students' need for autonomy, competence, and relatedness. For example, choice is motivating when the options are relevant to the students' interests and goals (autonomy support), are not too numerous or complex (competence support), and are congruent with the values of the students' culture (relatedness support). Given the many factors involved, it is not surprising that in some studies choice was not found to promote engagement. However, when choice was offered in a way that met the needs of the students, it was found to enhance motivation, learning, and well-being.
Teach Yourself How to Learn McGuire, Saundra Yancy; McGuire, Stephanie
2018, 2023-07-03, 2018-01-31, 2018-01-16
eBook
Following up on her acclaimed Teach Students How to Learn, that describes teaching strategies to facilitate dramatic improvements in student learning and success, Saundra McGuire here presents these ..."secrets" direct to students.
Her message is that "Any student can use simple, straightforward strategies to start making A's in their courses and enjoy a lifetime of deep, effective learning."
Beginning with explaining how expectations about learning, and the study efforts required, differ between college and secondary school, the author introduces her readers, through the concept of metacognition, to the importance and powerful consequences of understanding themselves as learners. This framework and the recommended strategies that support it are useful for anyone moving on to a more advanced stage of education, so this book also has an intended audience of students preparing to go to high school, graduate school, or professional school.
In a conversational tone, and liberally illustrated by anecdotes of past students, the author combines introducing readers to concepts like Bloom's Taxonomy (to illuminate the difference between studying and learning), fixed and growth mindsets, as well as to what brain science has to tell us about rest, nutrition and exercise, together with such highly specific learning strategies as how to read a textbook, manage their time and take tests.
With engaging exercises and thought-provoking reflections, this book is an ideal motivational and practical text for study skills and first year experience courses.
We identify two post-acceptance information system (IS) usage behaviors related to how employees leverage implemented systems. Routine use (RTN) refers to employees' using IS in a routine and ...standardized manner to support their work, and innovative use (INV) describes employees' discovering new ways to use IS to support their work. We use motivation theory as the overarching perspective to explain RTN and INV and appropriate the rich intrinsic motivation (RIM) concept from social psychology to propose a conceptualization of RIM toward IS use, which includes intrinsic motivation toward accomplishment (IMap), intrinsic motivation to know (IMkw), and intrinsic motivation to experience stimulation (IMst). We also consider the influence of perceived usefulness (PU)—a representative surrogate construct of extrinsic motivation toward IS use—on RTN and INV. We theorize the relative impacts of the RIM constructs and PU on RTN and INV and the role of personal innovativeness with IT (PIIT) in moderating the RIM constructs' influences on INV. Based on data from 193 employees using a business intelligence system at one of the largest telecom service companies in China, we found (1) PU had a stronger impact on RTN than the RIM constructs, (2) IMkw and IMst each had a stronger impact on INV than either PU or IMap, and (3) PIIT positively moderated the impact of each RIM construct on INV. Our findings provide insights on managing RTN and INV in the post-acceptance stage.
Educational Badges are touted as an alternative assessment that can increase learner motivation. We considered two distinct models for educational badges; merit badges and videogame achievements. To ...begin unpacking the relationship between badges and motivation, we conducted a study using badges within an intelligent-tutor system for teaching applied mathematics to middle-school students. Our findings indicate that badge earning could be driven by learner motivations and that systems with badges could have a positive effect on critical learner motivations. However, badge acquisition patterns were different across learners with different levels of prior knowledge. Different badge types also affected different learners motivation. Additionally, we believe that our findings are compatible with the research finding that extrinsic motivators have a negative influence on learning. The implication for educational badge designers is that they must consider the ability and motivations of learners when choosing what badges to include in their curricula. We believe our findings exist as one piece of the large research base needed to understand educational badges.
In order to effectively use the temporal information of multi-temporal InSAR and ensure the homogeneity of pixels in the window, a homogenous pixels-weighted interferometric phase filtering method is ...proposed. The method firstly uses the goodness-of-fit test to identify the statistically homogenous pixels (SHP) in the multi-temporal SAR images, and then the weighted interferometric phase filtering is performed just within those SHP, which ensures that the central pixels is not affected by the surrounding heterogeneous pixels. The experimental results based on real SAR interferograms show that compared with classic Goldstein filter and Lee filter, the proposed filter has advantages in visual effect, phase residues reduction, and phase derivative standard deviation, and achieves the original intention of the design of this filter.
Few instruments have been suitably translated and validated for measuring motivational aspects linked to reading in the Spanish-speaking world. The present study was aimed at psychometrically ...validating the Gambrell, Palmer, Codling, and Mazzoni's Motivation to Read Survey (MTS; 1996), which comprises 2 subscales: reader's self-concept and value of reading. A convenience sampling process was used to recruit 698 Chilean 3rd, 4th, and 5th graders attending 4 subsidized and private schools in the Metropolitan Region of Chile; 53% of them were boys and 47% were girls. The scale was translated using the back translation method. Internal consistency (Cronbach's alpha), expert rater, and construct validity analyses were performed using exploratory and confirmatory factor analysis. Results show that the Spanish version of the MTS is a reliable and valid instrument that can be used for research and instructional purposes, allowing researchers and teachers to delve deeper into reading motivation in Spanishspeaking children.