Article Analysis for Information Technology & Decision Making

Question: Discuss about theArticle Analysisfor Information Technology Decision Making. Answer: The present paper is an analysis of the article titled Gamified learning: A role-playing approach to increase student in-class motivation, authored by Topiceanu (2017). The paper highlights the research topic, purpose of the research, the problems addressed by the researcher and the valuable research question. It also provides a comprehensive summary of the valuable article. Further, the most interesting aspect found from the article is presented as a personal perception. How this aspect could be applied in the classroom for teaching experience in future would also be discussed. Appropriate references would support the proposed actions. An improved and successful strategy for addressing educational needs at the contemporary era is represented by the highly evolving and advanced teaching techniques. Such techniques encompass online courses, dynamic grading systems, collaborative assignments and real-time feedback. In addition, motivational inserts into the students learning process are also noteworthy. Amalgamation of the massive open online courses (MOOCs) and learning has proved itself to be quite popular as it is capable of integrating many aspects of learning that permit learners to take part in higher education courses through distant learning (Su, 2017). The term gamification has emerged in the recent past that has a major contribution to the field of education. The term gamification refers to the application of video games into systems that are nongaming for improving the experiences of the users and engaging the users in a positive activity. Introduction of gamification applications into the education field i s still at the novice stage. Nevertheless, it has proved its worth as a motivational factor for the younger generation (Mart?Parreo et al., 2016). According to Bozkurt (2017) application of gamification into the education, the arena is backed by a strong scientific explanation that relies on design patterns, heuristics and gaming dynamics. Gamification has made its way into many classrooms processed online which is e-learning. Serious games have been found to be popular in acting as a tool engaging and motivating individuals for learning. The advantages that the process presents include instant feedback for learners, increased engagement and augmented loyalty of students. Against this background, Topiceanu (2017) thought it considerate to introduce a gamified platform for the motivation of students. This was done through transposing students in a role-playing game that entailed them to receive rewards with levels, experience, level-ups, quests, guilds and achievements for taking part in educational activities in the classroom. The assumption behind the study was that gamification is noteworthy approach since the gaols are similar to that of a learner who takes part in the offline classroom. Further, the level of interaction between the teachers and students, both allegiance and competitive, is more when compared to other solutions. The study was conducted by the researcher with the hope that the results would be encouraging. The research question was whether gamified platform provides better support to learners to increase motivation and augment learning in an effective manner. The gamified grading platform was well explained by the authors. This was formed on the basis of present and past trends in the field of educational science. Gamified was proposed as an innovative platform favouring student interaction, constant rewards and collaboration. The gamified platform was defined as role-play-based (RPG) student class organisation. The purpose was to promote teamwork, sustain efforts and form a lasting bond. For the implementation of the tool, a set of tools were created that were simple in nature. The validation of the gamified platform was done from 2014 to 2017. The test run was on three generations of students and at two computer science undergraduate courses, namely, Algorithm Design and Analysis (ADA) andComputerOrganization (CO). Control groups were also considered for the study. The results of the study highlighted that the elements were familiar to a large pool of students. The elements nonetheless triggered interest among the students, and they welcomed all new approaches for learning. The studys results proved the positive influence of the proposal, and this was supported by the feedback of the participants at the end of each semester. The attitude of the learners towards grades and participation in the study was positive after taking part in the gamified system. Comparison of the control group with the study group highlighted that in the group for gamified, the participants were in favour of the modern approach. With the introduction of the gamified platform, the researcher hoped to throw light on a novice domain of educational research. By adopting the platform, it is possible that learners can be motivated to adopt such gaming elements to bring improvements in their education. Lastly, it is to be said that gamification is surely a promising tool that i n case integrated properly is crucial in promoting the satisfaction of the students and bringing together for learning, competing and working together. The most interesting aspect pointed out from the research is that participants show better performance, and increased engagement and interest when they get rewards. Rewards act as the driving factor for bringing about positive changes in the attitudes of the learners. When this aspect is applied in the classroom setting, many improvements can be achieved in terms of teaching experience and student performance. Rewarding students for their best performance in form of materialistic rewards such as chocolates, stationaries have been proved to be an effective motivational factor (Whitton et al., 2016). Student is motivated to compete with others in a healthy manner for achieving the rewards and being satisfied. Niemi et al., (2016) pointed out that praises and admiration received from teachers in a classroom setting are highly commendable for motivating and encouraging students. This approach acts suitably in enhancing progress towards the already set academic goals. The power of recogni tion is not to be underestimated by teachers. Emmer and Evertson (2016) highlight that providing constructive feedback is also a form of rewards that aims to enhance the motivation of the students. Students feel encouraged when they receive constructive feedback highlighting both positive and negative sides of their performances. Students under such condition feel that their efforts have been recognised and that there are further chances of improvements. References Bozkurt, A. (2017). Gamification, Education and E-learning: An interview with Andrzej Marczewski.eLearn,2017(8), 1. Emmer, E. T., Evertson, C. M. (2016).Classroom management for middle and high school teachers. Pearson. Mart?Parreo, J., Mndez?Ibez, E., Alonso?Arroyo, A. (2016). The use of gamification in education: a bibliometric and text mining analysis.Journal of Computer Assisted Learning,32(6), 663-676. Niemi, H., Toom, A., Kallioniemi, A. (Eds.). (2016).Miracle of education: The principles and practices of teaching and learning in Finnish schools. Springer. Su, C. H. (2017). A Novel Hybrid Learning Achievement Prediction Model: A Case Study in Gamification Education Applications (APPs).International Journal of Information Technology Decision Making,16(02), 515-543. Toprceanu, A. (2017). Gamified learning: A role-playing approach to increase student in-class motivation.Procedia Computer Science,112, 41-50. Whitton, D., Barker, K. L., Nosworthy, M., Humphries, J., Sinclair, C. (2016).Learning for teaching: Teaching for learning.