The authors focus on helping readers understand diverse learning styles, and how to use appropriate pedagogy relevant to various needs of diverse learners. The authors provide an in-depth overview of past, present and future e-learning approaches and explore the implications of applying e-learning in practice. Three new chapters focus on e-learning in schools, higher education, and business. International case studies and examples are used throughout the book. Net generation students: agency and choice and the new technologies. Net generation or Digital Natives: Is there a distinct new generation entering university?
Judd, T. A five-year study of on-campus Internet use by undergraduate biomedical students. Kember, D. Open learning courses for adults. Englewood Cliffs, NJ. Educational Technology. Kennedy, D. Kennedy, G. Beyond natives and immigrants: exploring types of net generation students. Australasian Journal of Educational Technology, 24 1 , — Kirkwood, A. Studies in Higher Education, 30 3 , — Lee, B. Leacock, C. Knowledge and practices relating to netbook use: The voices of primary school children in St.
Vincent and the Grenadines. Searson Eds. Machado, C. Developing an e-readiness model for higher education institutions: results of a focus group study. British Journal of Educational Technology, 38 1. Margaryan, A. Are digital natives a myth or reality? University students' use of digital technologies. McMullin, B.
Putting the learning back into learning technology. McMullin, Eds. Nagler, W. Is your university ready for the Ne x t-Generation? Ng, W. Can we teach digital natives digital literacy? Oblinger, D. Educating the Net Generation. Online Learning Consortium Palfrey, J.
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Born digital: Understanding the first generation of digital natives. New York: Basic Books. PewReseach Center Mobile technology fact sheet. Phipps, A. A review of contemporary research on the effectiveness of distance learning in higher education.
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Prensky, M. Sapiens digital: From digital immigrants and digital natives to digital wisdom. Journal of Online Education, 5 3. London: Sage Publishers.
Robinson, D. Relationship of student self-directedness, computer self-efficacy, and student satisfaction to persistence in online higher education programs Order No. Rideout, V. Generation M2: Media in the lives of 8- to year-olds. Does the new digital generation of learners exist? A qualitative study. British Journal of Educational Technology, 42 4 , — So, we are going to map the eLearning gamification development process on the online course development one. Is gamification always useful? In many cases it is, however, in order to deliver ROI, it should affect some particular aspects of learning and certain KPIs.
The first stage Analysis is the stage where these questions are answered.
Different games are created for different users. The same thing can be said about eLearning gamification - its implementation and mechanics should be different for various learner types learner types are described in our online course creation guide. A learner type defines context and the context is what helps you to decide what to gamify and how to gamify it.
The table below can be used as a guide for context analysis:. To combine a learner persona and a gamer persona, we recommend to use a mix of player types thelory and map it on learner types. Richard Bartle studied players of MMOGs massively multiplayer online games and based on that identified four types of players that he placed on two axes:.
Each individual can belong to different types of players e. Based on his research, Richard Bartle says that average person is:. How to apply the knowledge of player types to gamify eLearning in the most effective way? To do that, you need to map gamer types on learner types. When your learner analysis is finished the process is described in our online course creation guide you can define who your learners are, what kind of players they are, what gamification approach can suit them and thus what KPIs can be improved with gamification.
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In other words, you can formulate your general eLearning gamification strategy and tactics. The next step is to define how and where gamification should affect online course content. Gamification is going to be an essential part of learning content, so it needs to be planned during the Design stage of your online course development. In other words, eLearning gamification design has to be fully aligned and integrated with online course design, including:.
Game scenarios? What is suitable, what will work and where should it take place?follow link
Ultimate Design Guide to eLearning Gamification in 12222
All gamification tools and specific ways they work are gamification elements and essential building blocks of a gamification plan. Below is a comprehensive list of modern gamification mechanics and dynamics that can be used to choose the most suitable gamification elements for a particular case. Game dynamics gives players a reason to keep on playing or learning.
Combinations of mechanics and dynamics are actually ways to introduce gamification in an eLearning project. You may introduce:. The list can be infinite.
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One more thing that is going to help you in planning gamified experiences throughout your online course is a psychological background of gamification - it will help you to keep the balance and to avoid overloading your students with different elements, at the same time keeping them engaged.
Some of them are dead easy, some are intricate: what affects what, what upgrade would be the best, how to deal with all the controls… And some of them capture all your attention and you want to get back to the game again and again.
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How to gain such a level of engagement? They feel resistance when there is some need to put in an effort, and this is also true when it comes to learning. Doing something uncomfortable and dealing with procrastination is much easier when:. Modern professional instructional designers can help in implementation of these principles.
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