Culture as a Determinant in Students’ Acceptance of Gamified Learning

Filomachi Spathopoulou

doi:doi:10.11648/j.ijecs.20190405.11

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Culture as a Determinant in Students’ Acceptance of Gamified Learning

Filomachi Spathopoulou

Published in International Journal of Education, Culture and Society (Volume 4, Issue 5)

Received: 18 July 2019 Accepted: 10 September 2019 Published: 24 September 2019

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Abstract

Nowadays, higher learning institutions in various countries across the globe are incorporating gamification in their respective curriculum in an attempt to create learning experiences that can motivate as well as actively engage learners in learning activities that they would otherwise find boring. While incorporating gamification in higher education curriculum, it is crucial to address the differences in students’ behavior or perception due to their cultural differences. Gamification stands out as one of the effective e-learning approaches in motivating learners to actively participate in learning activities that they find uninteresting. To successfully incorporate gamification in various lectures, it is imperative for instructors and policy makers to comprehensively understand the involved students’ cultures. This is because the knowledge of the impact of culture in higher learning plays a crucial role in enabling policy makers in the education sector to develop viable approaches of incorporating gamification in the students’ learning process. Gamification is a vital tool in facilitating students’ learning process as well as the creation of viable teaching models in higher learning institutions. However, there should be a remarkable balance between the application of gamification and time management in order to ensure effective delivery of instruction to students. At the same time, a culture of dedication and focus on personal growth in relation to gamification and learning should be promoted in order to ensure students are always motivated to pursue their studies. This paper aims at providing a critical examination of the effect of culture in relation to gamification in higher learning education.

Published in	International Journal of Education, Culture and Society (Volume 4, Issue 5)
DOI	10.11648/j.ijecs.20190405.11
Page(s)	76-80
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Gamified Learning, Gamified Lectures, Culture, Higher Education, Motivation

References

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Filomachi Spathopoulou. (2019). Culture as a Determinant in Students’ Acceptance of Gamified Learning. International Journal of Education, Culture and Society, 4(5), 76-80. https://doi.org/10.11648/j.ijecs.20190405.11

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Filomachi Spathopoulou. Culture as a Determinant in Students’ Acceptance of Gamified Learning. Int. J. Educ. Cult. Soc. 2019, 4(5), 76-80. doi: 10.11648/j.ijecs.20190405.11

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AMA Style

Filomachi Spathopoulou. Culture as a Determinant in Students’ Acceptance of Gamified Learning. Int J Educ Cult Soc. 2019;4(5):76-80. doi: 10.11648/j.ijecs.20190405.11

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@article{10.11648/j.ijecs.20190405.11,
  author = {Filomachi Spathopoulou},
  title = {Culture as a Determinant in Students’ Acceptance of Gamified Learning},
  journal = {International Journal of Education, Culture and Society},
  volume = {4},
  number = {5},
  pages = {76-80},
  doi = {10.11648/j.ijecs.20190405.11},
  url = {https://doi.org/10.11648/j.ijecs.20190405.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20190405.11},
  abstract = {Nowadays, higher learning institutions in various countries across the globe are incorporating gamification in their respective curriculum in an attempt to create learning experiences that can motivate as well as actively engage learners in learning activities that they would otherwise find boring. While incorporating gamification in higher education curriculum, it is crucial to address the differences in students’ behavior or perception due to their cultural differences. Gamification stands out as one of the effective e-learning approaches in motivating learners to actively participate in learning activities that they find uninteresting. To successfully incorporate gamification in various lectures, it is imperative for instructors and policy makers to comprehensively understand the involved students’ cultures. This is because the knowledge of the impact of culture in higher learning plays a crucial role in enabling policy makers in the education sector to develop viable approaches of incorporating gamification in the students’ learning process. Gamification is a vital tool in facilitating students’ learning process as well as the creation of viable teaching models in higher learning institutions. However, there should be a remarkable balance between the application of gamification and time management in order to ensure effective delivery of instruction to students. At the same time, a culture of dedication and focus on personal growth in relation to gamification and learning should be promoted in order to ensure students are always motivated to pursue their studies. This paper aims at providing a critical examination of the effect of culture in relation to gamification in higher learning education.},
 year = {2019}
}

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TY  - JOUR
T1  - Culture as a Determinant in Students’ Acceptance of Gamified Learning
AU  - Filomachi Spathopoulou
Y1  - 2019/09/24
PY  - 2019
N1  - https://doi.org/10.11648/j.ijecs.20190405.11
DO  - 10.11648/j.ijecs.20190405.11
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 76
EP  - 80
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20190405.11
AB  - Nowadays, higher learning institutions in various countries across the globe are incorporating gamification in their respective curriculum in an attempt to create learning experiences that can motivate as well as actively engage learners in learning activities that they would otherwise find boring. While incorporating gamification in higher education curriculum, it is crucial to address the differences in students’ behavior or perception due to their cultural differences. Gamification stands out as one of the effective e-learning approaches in motivating learners to actively participate in learning activities that they find uninteresting. To successfully incorporate gamification in various lectures, it is imperative for instructors and policy makers to comprehensively understand the involved students’ cultures. This is because the knowledge of the impact of culture in higher learning plays a crucial role in enabling policy makers in the education sector to develop viable approaches of incorporating gamification in the students’ learning process. Gamification is a vital tool in facilitating students’ learning process as well as the creation of viable teaching models in higher learning institutions. However, there should be a remarkable balance between the application of gamification and time management in order to ensure effective delivery of instruction to students. At the same time, a culture of dedication and focus on personal growth in relation to gamification and learning should be promoted in order to ensure students are always motivated to pursue their studies. This paper aims at providing a critical examination of the effect of culture in relation to gamification in higher learning education.
VL  - 4
IS  - 5
ER  -

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Author Information

Filomachi Spathopoulou

Liberal Arts, American University of the Middle East, Egaila, Kuwait

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Plain Text BibTeX RIS

APA Style

Filomachi Spathopoulou. (2019). Culture as a Determinant in Students’ Acceptance of Gamified Learning. International Journal of Education, Culture and Society, 4(5), 76-80. https://doi.org/10.11648/j.ijecs.20190405.11

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ACS Style

Filomachi Spathopoulou. Culture as a Determinant in Students’ Acceptance of Gamified Learning. Int. J. Educ. Cult. Soc. 2019, 4(5), 76-80. doi: 10.11648/j.ijecs.20190405.11

Copy | Download

AMA Style

Filomachi Spathopoulou. Culture as a Determinant in Students’ Acceptance of Gamified Learning. Int J Educ Cult Soc. 2019;4(5):76-80. doi: 10.11648/j.ijecs.20190405.11

Copy | Download

@article{10.11648/j.ijecs.20190405.11,
  author = {Filomachi Spathopoulou},
  title = {Culture as a Determinant in Students’ Acceptance of Gamified Learning},
  journal = {International Journal of Education, Culture and Society},
  volume = {4},
  number = {5},
  pages = {76-80},
  doi = {10.11648/j.ijecs.20190405.11},
  url = {https://doi.org/10.11648/j.ijecs.20190405.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20190405.11},
  abstract = {Nowadays, higher learning institutions in various countries across the globe are incorporating gamification in their respective curriculum in an attempt to create learning experiences that can motivate as well as actively engage learners in learning activities that they would otherwise find boring. While incorporating gamification in higher education curriculum, it is crucial to address the differences in students’ behavior or perception due to their cultural differences. Gamification stands out as one of the effective e-learning approaches in motivating learners to actively participate in learning activities that they find uninteresting. To successfully incorporate gamification in various lectures, it is imperative for instructors and policy makers to comprehensively understand the involved students’ cultures. This is because the knowledge of the impact of culture in higher learning plays a crucial role in enabling policy makers in the education sector to develop viable approaches of incorporating gamification in the students’ learning process. Gamification is a vital tool in facilitating students’ learning process as well as the creation of viable teaching models in higher learning institutions. However, there should be a remarkable balance between the application of gamification and time management in order to ensure effective delivery of instruction to students. At the same time, a culture of dedication and focus on personal growth in relation to gamification and learning should be promoted in order to ensure students are always motivated to pursue their studies. This paper aims at providing a critical examination of the effect of culture in relation to gamification in higher learning education.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Culture as a Determinant in Students’ Acceptance of Gamified Learning
AU  - Filomachi Spathopoulou
Y1  - 2019/09/24
PY  - 2019
N1  - https://doi.org/10.11648/j.ijecs.20190405.11
DO  - 10.11648/j.ijecs.20190405.11
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 76
EP  - 80
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20190405.11
AB  - Nowadays, higher learning institutions in various countries across the globe are incorporating gamification in their respective curriculum in an attempt to create learning experiences that can motivate as well as actively engage learners in learning activities that they would otherwise find boring. While incorporating gamification in higher education curriculum, it is crucial to address the differences in students’ behavior or perception due to their cultural differences. Gamification stands out as one of the effective e-learning approaches in motivating learners to actively participate in learning activities that they find uninteresting. To successfully incorporate gamification in various lectures, it is imperative for instructors and policy makers to comprehensively understand the involved students’ cultures. This is because the knowledge of the impact of culture in higher learning plays a crucial role in enabling policy makers in the education sector to develop viable approaches of incorporating gamification in the students’ learning process. Gamification is a vital tool in facilitating students’ learning process as well as the creation of viable teaching models in higher learning institutions. However, there should be a remarkable balance between the application of gamification and time management in order to ensure effective delivery of instruction to students. At the same time, a culture of dedication and focus on personal growth in relation to gamification and learning should be promoted in order to ensure students are always motivated to pursue their studies. This paper aims at providing a critical examination of the effect of culture in relation to gamification in higher learning education.
VL  - 4
IS  - 5
ER  -

Copy | Download