Culture as a Determinant in Students’ Acceptance of Gamified Learning
Issue:
Volume 4, Issue 5, October 2019
Pages:
76-80
Received:
18 July 2019
Accepted:
10 September 2019
Published:
24 September 2019
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.
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 educati...
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“Win-win Cooperation” Between Government and the Third-party Education Evaluation Agency—Enlightenment from Incentive Compatibility Theory
Issue:
Volume 4, Issue 5, October 2019
Pages:
81-86
Received:
23 September 2019
Accepted:
15 October 2019
Published:
24 October 2019
Abstract: With the separation reform of supervision, running and evaluation in education in China, the government and the third-party evaluation agency begin to cooperate to conduct education evaluation. Obviously, the government and the third-party education evaluation agency have “different” interests demand because of the differences in identity. Existing research has recognized the the problem of “damage of public interest” that may arise from conflicts of interest and incompatibility between the two and the scholars also tried to solve the conflicts to realize the ideal expectation and vision of “win-win cooperation”. However, how can “win-win cooperation” of the government and the third-party evaluation agency be realized? This is the goal of the research. By using critical discourse analysis, this paper intends to clarify the interests compatibility between the government and third-party education evaluation agency, based on which, effective measures are proposed to avoid the moral hazard behaviors generated by the third-party education evaluation agency pursuing “selfish interests”. Consequently, the study finds that constructing relevant systems based on the “truth telling mechanism” of Incentive Compatibility Theory enables the third-party education evaluation agency to pursue its own interests through “legitimate ways” rather than “unjustified opportunistic ways”, thus, enhancing “collective value” while increasing “private interests”.
Abstract: With the separation reform of supervision, running and evaluation in education in China, the government and the third-party evaluation agency begin to cooperate to conduct education evaluation. Obviously, the government and the third-party education evaluation agency have “different” interests demand because of the differences in identity. Existing...
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Students’ Experiences of the Teaching and Learning of Irish in Designated Disadvantaged Schools
Katriona O’Sullivan,
Niamh Bird,
Gareth Burns
Issue:
Volume 4, Issue 5, October 2019
Pages:
87-97
Received:
27 September 2019
Accepted:
12 October 2019
Published:
28 October 2019
Abstract: Irish policy is increasingly focused on addressing the lack of teacher diversity. However, persistent challenges remain around the high standard of Irish required to enter primary level Initial Teacher Education (ITE) and the quality of Irish language teaching in schools that are designated disadvantaged in Ireland. This research aims to explore the relationship between these variables. Students from groups currently underrepresented in ITE and who are participating in a Foundation Course for Initial Teacher Education (FCITE) described their experiences of learning Irish in schools that are designated as disadvantaged, and then their journey through Irish language learning on the FCITE. Participants described largely negative experiences of learning Irish in school which contrasted with positive experiences of learning Irish while on the FCITE. Participants believed the communities they came from, and schools they attended, influenced the quality of teaching received; while teacher expectations of their language capabilities, and consequently their language proficiency impacted upon their Irish language learning. The findings indicate that specific measures should be put in place along the continuum of teacher education to ensure that there is an emphasis placed on not only improving the quality of Irish language teaching in schools located in communities experiencing social and economic inequality, but the parallel need to develop a model of social and political criticality amongst student and practicing teachers that addresses the problematic assumptions observed in this research about students’ language learning capabilities.
Abstract: Irish policy is increasingly focused on addressing the lack of teacher diversity. However, persistent challenges remain around the high standard of Irish required to enter primary level Initial Teacher Education (ITE) and the quality of Irish language teaching in schools that are designated disadvantaged in Ireland. This research aims to explore th...
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