Shaping the Key Competencies for Romanian HEIs’ Teachers in Using Gamification as Innovative Tool in Education: MEDIIA Project Experiments
Keywords:European knowledge-based society; digital technology; quality of teaching and learning
The regular training of teachers on the latest developments in the ICT-assisted education sector is becoming a necessity, generated by the digital revolution and driven by the pandemic crisis. Among the current technological opportunities to improve the quality of the learning process and to make it more flexible in direct correspondence with the training needs and with the personal pace of learning, we find gamification. Improving teaching methods as well as the curriculum, especially by implementing gamification techniques in the teaching process, requires a high level of digital literacy among teachers so that they can (re)design their educational materials in digital format. This was achieved within the Danubius University of Galati (Romania), through the MEDIIA project (project code POCU/320/6/21-122859) carried out between 2019-2021, a project that will be the subject of the case study of this paper.
Adrián Domínguez, Joseba Saenz-de-Navarrete, Luis de-Marcos, Luis Fernández-Sanz, Carmen Pagés, José-Javier Martínez-Herráiz (2013) Gamifying learning experiences: Practical implications and outcomes, Computers & Education, Volume 63, pp. 380-392.
Ally, M. (2007) Mobile Learning, The International Review of Research in Open and Distance Learning, vol. 8, nr. 2.
Annetta, L. A. (2010). The “I's” have it: A framework for serious educational game design. Review of General Psychology, 14(2), 105-112, http://dx.doi.org/10.1037/a0018985
Antin, J., & Churchill, E. F. (2011). Badges in social media: A social psychological perspective. Paper presented at the CHI 2011, Vancouver.
Arai, S., Sakamoto, K., & Washizaki, H. (2014). A Gamified Tool for Motivating Developers to Remove Warnings of Bug Pattern Tools. Paper presented at the IWESEP 2014, Osaka. http://dx.doi.org/10.1109/IWESEP.2014.17
Astleitner, H. (2000). Designing emotionally sound instruction: The FEASP-approach. Instructional Science, 28(3), 169-198.
Bartel Al., Figas P., Hagel G. (2015) Towards a Competency-based Education with Gamification Design Elements, CHI PLAY 2015, October 03-07, London, United Kingdom, http://dx.doi.org/10.1145/2793107.2810325
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological bulletin, 117(3), 497-529. http://dx.doi.org/10.1037/0033-2909.117.3.497
Bedwell, W. L., Pavlas, D., Heyne, K., Lazzara, E. H., & Salas, E. (2012). Toward a Taxonomy Linking Game Attributes to Learning: An Empirical Study. Simulation & Gaming, 43(6), 729-760. http://dx.doi.org/10.1177/1046878112439444
Burguillo, J. C. (2010). Using game theory and Competition-based Learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575. http://dx.doi.org/10.1016/j.compedu.2010.02.018
Costa, J. P., Wehbe, R. R., Robb, J., & Nacke, L. E. (2013). Time’s Up: Studying Leaderboards For Engaging Punctual Behaviour. Paper presented at the Gamification 2013: 1st International Conference on Gameful Design, Research, and Applications, Stratford, http://dx.doi.org/10.1145/2583008.2583012
Cristopher P. (2014), ‘Gamification In eLearning: Science and Benefits’: https://elearningindustry.com/science-benefits-gamification-elearning
Crookall, D., & Saunders, D. (1989). Towards an integration of communication and simulation. In D. Saunders (Ed.), Communication and Simulation: From Two fields to One Theme (pp. 3-29). Clevedon: Multilingual Matters.
Crumlish, C., & Malone, E. (2009). „Designing social interfaces: Principles, patterns, and practices for improving the user experience”, Sebastopol: O'Reilly Media, Inc.
Cucoș Ctin. (2006) Informatizarea în educație: aspecte ale virturtualizării formării, Iași: Polirom.
Daniel Johnson, Sebastian Deterding, Kerri-Ann Kuhn, Aleksandra Staneva, Stoyan Stoyanov, Leanne Hides (2016) Gamification for health and wellbeing: A systematic review of the literature, Internet Interventions, Volume 6, pp. 89-106.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L (2011), Game Design Elements to Gamefulness: Defining “Gamification”, Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). New York, NY, USA: ACM.: http://dl.acm.org/citation.cfm?id=2181037.2181040
Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011), Gamification. Using Game-Design Elements in Non-Gaming Contexts, in CHI'11 Extended Abstracts on Human Factors in Computing Systems (pp. 2425-2428): https://dl.acm.org/doi/10.1145/1979742.1979575
Dringó-Horváth I. et all. (2021) Educational Technology in Higher Education – Methodological Considerations, Budapest: ICT Research Centre Károli Gáspár University of the Reformed Church in Hungary, https://btk.kre.hu/images/ikt/EducationalTechnologyInHigherEducation.pdf
E. L., & Ryan, R. M. (1985). „Intrinsic motivation and self-determination in human behavior” New York: Springer. http://dx.doi.org/10.1007/978-1-4899-2271-7
E. L., & Ryan, R. M. (2000). The "What" and "Why" of Goal Pursuits: Human Needs and the SelfDetermination of Behavior. Psychological Inquiry, 11(4), 227-268. http://dx.doi.org/10.1207/S15327965PLI1104_01
E. L., & Ryan, R. M. (2012). Motivation, Personality, and Development within Embedded Social Contexts: An Overview of Self-Determination Theory. In R. M. Ryan (Ed.), The Oxford Handbook of Human Motivation (pp. 1-59). Oxford: Oxford University Press, http://dx.doi.org/10.1093/oxfordhb/9780195399820.013.0006
E. L., & Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. Ricerche di Psicologia, 27(1), 23-40.
Erpenbeck, J. (2010) „Conspiracies and competences”. In Changing cultures in higher education. Moving ahead to future learning, U.-D. Ehlers and D. Schneckenberg, Eds. Springer, Heidelberg, pp. 229-312.
European Commission Reflection Paper on Harnessing Globalisation, Brussels, COM (2017) 240 final
Guțu V. (coord.) (2015) Cadrul de referință al curriculumului universitar, Ministerul Educației al Rep. Moldova, Chișinău, CEP USM, ISBN 978-9975-71-689-5.
Henry J., Cormier V. (2006) Qu’est-ce qu’une compétence? In: Les archives de DISCAS.
Joița E. (coord.) (2008) A deveni profesor constructivist: demersuri constructiviste pentru o profesionalizare pedagogică inițială, București, Editura Didactică și Pedagogică.
Jonna Koivisto, Juho Hamari (2019) The rise of motivational information systems: A review of gamification research, International Journal of Information Management, Volume 45, pp. 191-210.
Karen Robson, Kirk Plangger, Jan H. Kietzmann, Ian McCarthy, Leyland Pitt (2015) Is it all a game? Understanding the principles of gamification, Business Horizons, Volume 58, Issue 4, pp. 411-420.
Katie Seaborn, Deborah I. Fels (2015) Gamification in theory and action: A survey, International Journal of Human-Computer Studies, Volume 74, pp. 14-31.
Klink, M. v. d., Boon, J., and Schlusmans, K. (1999) Competences and vocational higher education: Now and in future. European Journal of Vocational Training 1, 40, pp. 67-82.
Marchis G. (2020) Covid-19 Crisis – a wake-up call for Romanian Higher Education System. The 15th edition of the International Conference “European Integration Realities and Perspectives”, May 15th-16th, EIRP 2020 Proceedings, vol.15, Danubius University Press, pp. 209-220, Print ISSN: 2067-9211, Online ISSN: 2069-9344 http://proceedings.univ-danubius.ro/index.php/eirp/article/view/2044/2070
Michael Sailer, Jan Ulrich Hense, Sarah Katharina Mayr, Heinz Mandl (2017) How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction, Computers in Human Behavior, Volume 69, pp. 371-380.
Ming-Shiou Kuo, Tsung-Yen Chuang (2016) How gamification motivates visits and engagement for online academic dissemination – An empirical study, Computers in Human Behavior, Volume 55, Part A, pp. 16-27.
Passey, D., Shonfeld, M., Appleby, L., Judge, M., Saito, T., & Smits, A. (2018). Digital agency: Empowering equity in and through education. Technology, Knowledge and Learning, 23(3), 425-439.
Pangestu A. B., Dwirajani E. S., Novieningtyas A. (2019) Competency Assessment Reinvented: Gamification Method, In Review of Integrative Business and Economics Research, Vol. 8, Supplementary Issue 4 pp. 275-282.
Pelling, N. (2011) The Prehistory of Gamification: https://nanodome.wordpress.com/2011/08/09/the-short-prehistory-of-gamification/
Pop V. (2011) Dezvoltarea profesională și personală a cadrelor didactice, din seria Module pentru dezvoltarea profesională a cadrelor didactice elaborată din cadrul proiectului „Inovație și performanță în dezvoltarea profesională a cadrelor didactice din mediul urban”, proiect cofinanțat din Fondul Social European prin Programul Operațional Sectorial Dezvoltarea Resurselor Umane 2007 – 2013, București.
Redecker, C. (2017) European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed)., Publications Office of the European Union, Luxembourg, ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466
Sanda G. G. (2021) Covid – 19 Crisis – Reflection in the Romanian Higher Education System, Annals of the „Constantin Brancusi” University of Târgu Jiu, Economy Series, Issue 1/2021, Academica Brâncuşi Publisher, ISSN 2344 – 3685 / ISSN-L 1844 – 7007, pp. 97-102, https://www.utgjiu.ro/revista/ec/pdf/2021-01/13_Sanda.pdf
Weinert, F. E. (1999) Concepts of Competence. OECD, Munich.
Zichermann, G.,Cunningham Ch. (2011), Gamification by Design, Publisher O'Reilly Media, ISBN: 9781449397678, Ebook ISBN: 9781449397944 https://www.oreilly.com/pub/pr/2866
How to Cite
Copyright (c) 2023 Gabriela Marchis
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The author fully assumes the content originality and the holograph signature makes him responsible in case of trial.