Implementation of gamification and bloom’s digital taxonomy-based assessment: a scale development study with mixed-methods sequential exploratory design

IF 3.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Interactive Technology and Smart Education Pub Date : 2022-07-08 DOI:10.1108/itse-02-2022-0029
Zamzami Zainuddin, Amru Alba, Taufik Gunawan, D. Armanda, Ana Zahara
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Abstract

Purpose This study aims to construct a scale and identify the factors that might affect the implementation of gamification and Bloom's Digital Taxonomy-based assessment of students' learning, guided by the Goal-Setting Theory. Design/methodology/approach This study used a sequential exploratory mixed-methods design where data were collected qualitatively via interviews (n = 18) and field notes. Quantitative analysis was then applied via questionnaires (n = 96). Findings Four major themes emerged following thematic analysis of the observation notes and interview data: learning engagements; understandable learning goals; friendly competitions; and interactive learning feedback. A scale consisting of 32 items was developed based on the qualitative data. The quantitative data were then collected to evaluate the scale's factor structure using maximum likelihood exploratory factor analysis with Promax factor rotation. The final version of the scale had 29 items. The authors verified the alpha coefficients for each element and the entire hierarchy, ranging from 0.94 to 0.98 for the factors. The total scale was determined to be 0.96, and the Item Content Validity Index was considered valid. Originality/value The scale developed in this study is expected to inform future research and guide educators who wish to incorporate contemporary digital pedagogies in a different context. This study could also be beneficial to researchers who aspire to perform research on Goal-Setting Theory in the educational context.
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基于游戏化和bloom数字分类法的评估实现:基于混合方法的量表开发研究——顺序探索设计
目的本研究旨在构建一个量表,并在目标设定理论的指导下,确定可能影响游戏化和Bloom基于数字分类的学生学习评估实施的因素。设计/方法/方法本研究使用了顺序探索性混合方法设计,通过访谈(n=18)和现场笔记定性收集数据。然后通过问卷(n=96)进行定量分析。发现在对观察笔记和访谈数据进行主题分析后,出现了四个主要主题:学习参与;可理解的学习目标;友谊赛;以及交互式学习反馈。根据定性数据编制了一份由32个项目组成的量表。然后收集定量数据,使用Promax因子旋转的最大似然探索性因子分析来评估量表的因子结构。该量表的最终版本有29个项目。作者验证了每个元素和整个层次的阿尔法系数,系数范围从0.94到0.98。总量表被确定为0.96,项目内容有效性指数被认为是有效的。原创性/价值本研究中开发的量表有望为未来的研究提供信息,并指导希望将当代数字教育纳入不同背景的教育工作者。这项研究也可能有利于那些渴望在教育背景下进行目标设定理论研究的研究人员。
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来源期刊
Interactive Technology and Smart Education
Interactive Technology and Smart Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
12.00
自引率
2.30%
发文量
30
期刊介绍: Interactive Technology and Smart Education (ITSE) is a multi-disciplinary, peer-reviewed journal, which provides a distinct forum to specially promote innovation and participative research approaches. The following terms are defined, as used in the context of this journal: -Interactive Technology refers to all forms of digital technology, as described above, emphasizing innovation and human-/user-centred approaches. -Smart Education "SMART" is used as an acronym that refers to interactive technology that offers a more flexible and tailored approach to meet diverse individual requirements by being “Sensitive, Manageable, Adaptable, Responsive and Timely” to educators’ pedagogical strategies and learners’ educational and social needs’. -Articles are invited that explore innovative use of educational technologies that advance interactive technology in general and its applications in education in particular. The journal aims to bridge gaps in the field by promoting design research, action research, and continuous evaluation as an integral part of the development cycle of usable solutions/systems.
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