In this assignment, we created an annotated bibliography and webliography for our Action Research Proposal. An annotated bibliography is a list of citations that include brief, summary explanations of approximately 150-250 words for each source you cite, whether a document, book, or peer-reviewed article that focuses on the scope or central idea of the source, includes a brief critique of the source, and explains how or why it is of use or interest to you in your research.
This assignment has two parts.
1. We were to look for information on our topic, and using the Annotated Bibliography that you have already set up, write a short summary of five peer-reviewed articles or books that we have selected on our research topic (4-6 sentences each). We were allowed to use the two references we entered last week in setting up our Annotated Bibliography to start the process. We had to include:
- A brief summary of the contents of each peer-reviewed article or book.
- A brief critique of each article (methods, population, applicability)
- Why/how the resource will be useful to us (or not).
2. We also needed to create an Annotated Webliography with three entries. All three needed to be in APA format. We had to include:
- A brief summary of the contents of three websites that were of major assistance to us in finding information on our research topic and a brief description of why they were of special significance to us.
- The reference, summary of contents, and reason the site is relevant.
- The URL of each website and the date you consulted it.
Annotated Bibliography:
Gamified Project Based Learning (GPBL)
Frank Jamison
Sanford College of Education, National University
ITI690 Inspired Teaching Inquiry
Dr. Deborah Algario
May 19, 2024
Annotated Bibliography
Cloke, H. (2020). Is gamification effective: The neuroscience of gamification explains why. Growth Engineering. https://www.growthengineering.co.uk/the-neuroscience-of-gamification-in-online-learning/
This webpage, published by Growth Engineering, delves into the psychological and neurological underpinnings that make gamification an effective tool in online learning environments. The central thesis is that gamification enhances learning by tapping into the human brain’s reward systems, specifically through the release of dopamine, a neurotransmitter linked to pleasure and reward. The page explains that gamification elements like points, badges, and leaderboards simulate challenges and achievements in the learning process, making the experience more engaging and motivating. This approach increases attention and focus and improves retention rates as the brain associates learning with positive emotions and rewards. Moreover, the article discusses the role of social connections and competition facilitated through gamified learning environments, which can lead to enhanced commitment and collaborative learning among students. Additionally, the website touches on the concept of flow, a state of deep focus and immersion that gamified learning can foster. This state is achieved when learners face challenges matching their skill level, leading to increased productivity and satisfaction.
Dailey, D. (2024). Gamified project-based learning: The best of both worlds? ExplorEDU. https://medium.com/exploredu/gamified-project-based-learning-the-best-of-both-worlds-320a399c72d3
This blog post, hosted on Medium by ExploreDU, provides an in-depth analysis of gamification and project-based learning (PBL) integration into educational settings. This integration, called Gamified Project-Based Learning (GPBL), is posited as a potent method to enhance student engagement, motivation, and learning outcomes by combining the structured, hands-on approach of PBL with the motivational incentives of gamification. The piece highlights several key advantages of GPBL, such as increased student engagement using game mechanics like points, badges, and leaderboards, which reward students for their learning progress and achievements. It further argues that GPBL makes learning more enjoyable and relevant, as it mimics real-world challenges and provides practical skills. Additionally, the article underscores the importance of GPBL in fostering essential 21st-century skills such as collaboration, critical thinking, and problem-solving. A notable aspect of the post is its discussion of the neuroscience behind gamification. It explains how game elements can trigger dopamine release, positively affecting memory and motivation. The post concludes with practical tips for educators on implementing GPBL effectively, emphasizing the need to balance the gaming elements and educational content to ensure that learning objectives are met.
Hugerat, M., Kortam, N., Maroun, N. T., & Basheer, A. (2020). The educational effectiveness of didactical games in project-based science learning among 5th grade students. Eurasia Journal of Mathematics, Science and Technology Education, 16(10), em1888. https://doi.org/10.29333/ejmste/8490
This research article delves into the effectiveness of didactical games in enhancing project-based science learning among 5th-grade students. The study involved 188 students from two primary schools, divided into experimental and control groups, to investigate how didactical games influence learning outcomes, including student achievement, motivation, and the perception of the learning environment. Utilizing a comprehensive mixed-methods approach, the research incorporated pre-tests and post-tests, motivational questionnaires, and structured interviews with selected students to gather quantitative and qualitative data. Key findings from the study reveal that didactical games significantly boost students’ motivation to learn science, with enhancements noted in their enjoyment and engagement during learning activities. The experimental group, exposed to didactical games, showed markedly better academic performance and more positive perceptions of their learning environment than the control group, which followed traditional learning methods. This research underscores the potential of integrating educational games into science education, suggesting that such an approach makes learning more enjoyable and effective, fostering an environment where students are more engaged and motivated. The article contributes to educational literature by providing empirical evidence supporting the integration of game-based learning in educational settings, particularly within the science curriculum. It offers educators and curriculum designers valuable insights on effectively implementing gamified learning strategies to enhance educational outcomes and student engagement in learning processes.
Leung, E., & Pluskwik, E. (2018). Effectiveness of gamification activities in a project-based learning classroom. 2018 ASEE Annual Conference & Exposition Proceedings, 30361. https://doi.org/10.18260/1-2–30361
This article examines the implementation and effectiveness of gamification activities within a project-based learning (PBL) environment at the Iron Range Engineering program of Minnesota State University, Mankato. The study uses game-based elements like online audience response systems and hands-on activities to enhance learning and engagement among engineering students. The authors implemented five different gamification activities across six technical courses, evaluating their impact on student engagement, understanding of technical concepts, and classroom dynamics through surveys and faculty reflections. The findings suggest that gamification significantly improves student motivation and engagement, providing instant feedback that helps students gauge their understanding of course material. Additionally, the activities created a more positive and dynamic learning environment. The study highlights the practical application of gamification in higher education, particularly in engineering, where technical content can often be challenging and dry. The gamified activities made learning more engaging and allowed instructors to identify and address individual student needs better, facilitating more effective peer-to-peer learning. Overall, this paper provides valuable insights into how gamified elements can be integrated into PBL settings to enhance educational outcomes. It is a useful resource for educators looking to incorporate similar strategies in their teaching, particularly in fields that benefit from active learning and engagement.
Lynch, M. (2017). How does gamification affect the learning process? The Tech Edvocate. https://www.thetechedvocate.org/how-does-gamification-affect-the-learning-process/
This blog post, published in The Tech Edvocate, explores the impact of gamification on educational outcomes, particularly focusing on how it transforms student engagement and knowledge retention. The author defines gamification as integrating gaming elements, mechanics, and frameworks into non-game scenarios, especially in education. The primary thrust of the article is that gamification boosts engagement by making learning more interactive and enjoyable, increasing students’ intrinsic motivation to learn and participate. The post elaborates on several key benefits of gamification, such as enhanced motivation through rewards, improved attention due to interactive content, and developing problem-solving skills through challenges requiring critical thinking. It also discusses the positive effects of immediate feedback in games, which helps learners understand their mistakes in real-time, allowing for quicker adjustment and learning. Additionally, the social aspect of gamification is highlighted, with competitive elements such as leaderboards and team challenges fostering a sense of community and cooperation among students. Furthermore, the piece touches on the psychological aspects of learning through gamification, mentioning how game-based learning can lead to higher endorphin release, which enhances cognitive function and retention. The article is well-suited for educators and instructional designers looking to integrate more interactive elements into their curricula to enhance student engagement and learning efficacy.
Malhotra, R., Massoudi, M., & Jindal, R. (2020). An innovative approach: Coupling project-based learning and game-based learning approach in teaching software engineering course. IEEE. https://doi.org/10.1109/TEM-SMET.2020.9557522
This article investigates the application of Gamified Project Based Learning (GPBL) in software engineering education, focusing on how integrating project-based and game-based learning approaches can enhance student engagement and better prepare them for professional practice. The authors argue that traditional educational methods in software engineering fail to fully engage students, suggesting that incorporating gamification elements into project-based learning environments can significantly increase motivation and learning effectiveness. The paper offers insights into how such an approach can bridge the gap between academic learning and industry demands by detailing a model where students participate in gamified projects that mimic real-world software development scenarios. It discusses the design and implementation of these gamified projects, evaluates their impact on student performance, and explores potential improvements and future directions for this educational model. The study provides empirical evidence demonstrating that students engaged in GPBL exhibit better understanding and higher performance than those in traditional learning settings. This contribution is particularly valuable for educators and curriculum designers seeking innovative ways to enhance software engineering education and to make learning more engaging and applicable to real-world contexts.
Martínez-Hita, M., Gómez-Carrasco, C. J., & Miralles-Martínez, P. (2021). The effects of a gamified project based on historical thinking on the academic performance of primary school children. Humanities and Social Sciences Communications, 8(1), 122. https://doi.org/10.1057/s41599-021-00796-9
This article investigates the impact of integrating gamification techniques into teaching history to fourth-grade students in Spain, focusing on the development of historical thinking skills. The study used a quasi-experimental design with pre-test and post-test assessments to compare outcomes between a control group, which used traditional teaching methods, and an experimental group, which employed gamified learning activities. The results demonstrated that students in the gamified group showed significantly greater improvements in their understanding of historical concepts and their overall academic performance than the control group. The research highlights the effectiveness of gamification in making the learning process more engaging and interactive, which appears to facilitate deeper understanding and better retention of historical information. The authors discuss how gamification can help overcome common educational challenges in history education, such as student disinterest and passive learning, by fostering an active and immersive learning environment. This paper contributes valuable insights into the pedagogical strategies transforming history education into a dynamic and motivating experience for young learners. It underscores the potential of gamified learning to enhance educational outcomes by aligning with students’ cognitive and emotional needs, thereby supporting more effective and meaningful learning.
New Tech Network. (2023). The comprehensive guide to project-based learning: Empowering student choice through an effective teaching method. https://newtechnetwork.org/resources/what-is-pbl/
This webpage from New Tech Network provides a comprehensive overview of Project-Based Learning (PBL), a dynamic classroom approach in which students actively explore real-world problems and challenges to acquire deeper knowledge. The site describes PBL as a method that goes beyond traditional learning by engaging students in problem-solving and critical thinking, leading to a more profound understanding and retention of the material learned. It highlights key aspects of PBL, such as its ability to foster essential life skills, including collaboration, communication, and critical thinking. The site outlines how PBL integrates these skills into the curriculum by engaging students in investigation and inquiry as they respond to complex questions, problems, or challenges. Additionally, it emphasizes the role of PBL in enhancing student engagement and motivation by making learning relevant and meaningful through real-world applications. This resource is useful for educators looking to implement or improve their understanding of PBL in their teaching practices. It provides a definition and the educational benefits of PBL and delves into the structural components that make PBL effective. The site serves as a guide for developing future-focused, competency-based learning environments that prepare students for success in the workforce and beyond.
Wang, Y. H. (2020). Integrating games, e-books and AR techniques to support project-based science learning. Educational Technology & Society, 23(3), 53–67.
In this research, Yi Hsuan Wang explores the effectiveness of integrating advanced technological tools—specifically games, e-books, and augmented reality (AR)—into project-based learning (PBL) environments to support elementary science education. The study focuses on how these technologies can be combined to create a comprehensive learning model that engages students and enhances their ability to understand and apply scientific concepts. The integration of e-books provides accessible content and background information, AR adds an interactive visual layer that helps in conceptualizing complex scientific ideas, and games introduce elements of challenge and engagement that motivate learners. Wang’s method involved a comparative study with two groups of elementary students, one using the integrated tech approach and the other using traditional methods, to assess differences in learning outcomes and engagement levels. The findings indicate that while there was no significant difference in quantitative learning outcomes between the two groups, qualitative feedback from students suggested that the integrated approach led to higher engagement and a more enjoyable learning experience. This paper contributes to the field by highlighting the potential of technology-enhanced GPBL to make science education more dynamic and appealing to young learners and by offering practical insights into how various digital tools can be effectively combined in educational settings.
