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Friday, 15 December 2017 18:19

Socrative

Socrative is a tool primarily designed to evaluate the learner. The application (response system) allows the educator to create several kinds of quizzes: Multiple Choice, Right or Wrong, Brief Response, etc. Those quizzes are accessible by the tutor who has access to view the responses of each student (Kokina, & Juras, 2017). There is also another option called “Exit Ticket”, which provides a direct insight into the students' understanding of the main points of the course. (Tretinjak, Bednjanec & Tretinjak, 2015).

Socrative is also a tool of gamification since it is a virtual environment which is full of challenges that pupils have to respond to. Unlike other applications it doesn’t embed a reward system but through its leaderboard option students can recognize their weaknesses and improve their knowledge. After a quiz is done, the teacher receives a report which records individual performance. Then the educator can share this report with the learners and process the results of their responses.


An other useful option is the “Space Race”. When using the “Space race” option, the answers are given by groups of students, thus enriching the group-work spirit and the element of competition between the different teams. As stated in an article by Ferrándiz, Puentes, Moreno, & Flores, (2016), Socrative allows group collaboration and competition. As a result the students become more motivated compared to the usual quizzes.

All in all, it can be said that the use of Socrative in class  strengthens the metacognitive processes of  learners while promoting learning at the same time.

Bibliography

Kokina, J., & Juras, P. E. (2017). Using Socrative to Enhance Instruction in an Accounting Classroom. Journal Of Emerging Technologies In Accounting, 14(1), 85-97. doi:10.2308/jeta-51700

Tretinjak, M. F., Bednjanec, A., & Tretinjak, M. (2015). Interactive teaching with Socrative. 2015 38Th International Convention On Information & Communication Technology, Electronics & Microelectronics (MIPRO), 848.

Ferrándiz, E., Puentes, C., Moreno, P. J., & Flores, E. (2016). engaging and assessing students through their electronic devices and real time quizzes. Multidisciplinary Journal for Education, Social and Technological Sciences, 3(2), 173-184.

 

Published in Management tools
Friday, 24 November 2017 09:25

Classcraft

Classcraft is a free e-learning system that transforms class into a role-playing game, based on the theory of the gamification of learning which attempts to make the learning process even more accessible to students (Analysis of Factors Affecting, 2015). It is basically used as a means of managing the classroom and the behaviors of its members (Sanchez, Young, & Jouneau-Sion, 2017; Bicen & Kocakoyun, 2017). Classcraft transforms school by taking the video game mechanics that provide rich and interesting play experiences and applying them to the classroom setting.The teacher is responsible for coordinating the game since he is the game master.

Tools needed:

Interface of classcraft

 A computer and a projector are required for viewing the statistics of the students, while students can view their progress and interact with the content by downloading the application which is available for IOS and Android devices.

The experience:

 The game runs in the background during the lesson and it normally takes place simultaneously. The teacher chooses to switch to the game whenever he or she sees that fit or whenever (2015) .

In-game students create an avatar and then are divided into small groups that will compete with one another. The student has the option to customize his own avatar with a number of predefined characters (mage, warrior, healer) each of whom has his / her own powers and weaknesses (Brettton, Sim, & Read, 2016)

 These powers represent behaviors and processes that occur within the classroom. For example, the healer's "Ardent Faith" power enables him to confirm a response to a test by asking the professor. In addition, students earn points by answering questions, participating in classroom activities or helping another teammate or even the teacher (Sanchez, Young, & Jouneau-Sion, 2017).

Through a variety of activities, students acquire experience points and improve the level of the hero they have chosen initially, thereby improving their own cognitive ability and behavior.

Classcraft character classes

Pedagogical background:

It is a tool based on behavioral learning theory as learning through classcraft aims to modify the student's behavior. Additional features that classify it in behavioral learning tools are the specific activities to achieve objectives that activities are designed from the beginning by the teacher (Learning Theories, n.d.). Thus the student is not in control of the application since the teacher is the creator and the one who moves the strings and directs all the parameters of reward or punishment within a course context. As far as the assessment of the learner is concerned, it can be said that it follows the behaviorism model as well since the teacher attributes the possible positive or negative reward with the experience points.

Within the framework of classroom management strategies and actions, teachers build a positive ethos within the school unit by recognizing and commending positive behavior and discouraging the unsatisfactory and unacceptable. According to Bretherton, Sim, & Read (2016), Classcraft plays the role of a new behavior system, transforming the traditional responsibility of the teacher.

The positive effects on the learning process include the encouragement for learning, cooperativity and student-to-student communication and effectiveness (2015; Bicen & Kocakoyun, 2017; Bretherton, Sim and Read, 2016). Worth mentioning is the flexibility the students have and the freedom of decision-making given due to the fact that the information that is provided to the users about the consequences of their choices can alter their way of behaving (Sanchez, Young, & Jouneau-Sion, 2017).

Finally, with the adoption of classcraft as a regulator of the appropriate behavior, students' performance is expected to reach higher standards, aiming not only at the optimal learning culture but also in the improved social life and the extended teamwork that follows (Bretherton, Sim, & Read, 2016). Two different elements are extremely worth mentioning regarding Classcraft. On the one hand the tool is shaped in such a way that it contributes to the improvement of an individual level of the pupil and on the other it introduces social skills and interactive actions, which encourages the establishment of learning communities that can help in achieving common goals.

All in all Classcraft, cultivates the development of critical thinking in students, underlining those who believe that games are not just a tool for mere entertainment but they also have huge educational potential (Sanchez, Young, & Jouneau-Sion, 2017). Applications of this type transform the traditional classroom into a learning environment where activities make sense to the pupils and thus create a sense of pleasure under fun situations.

Gamify your own classroom by visiting https://www.classcraft.com/

Bibliography

Analysis of factors affecting user acceptance of the implementation of ClassCraft E-Learning: Case studies faculty of information technology of Tarumanagara university. (2015). 2015 International Conference on Advanced Computer Science and Information Systems (ICACSIS), Advanced Computer Science and Information Systems (ICACSIS), 2015 International Conference on, 73.

Bicen, H., & Kocakoyun, S. (2017). Determination of University Students' Most Preferred Mobile Application for Gamification. World Journal On Educational Technology: Current Issues9(1), 18-23.

Bretherton, W., Sim, G., & Read, J. C. (2016). ClassCraft in the Primary School Classroom. Proceedings Of The European Conference On Games Based Learning167-74.

Γιαννούτσου, Ν., Μπούνια, Α., Ρούσσου, Μ., & Αβούρης, Ν. (2012). Αξιοποίηση των ψηφιακών τεχνολογιών με στόχο τη μάθηση σε χώρους πολιτισμού: μία κριτική θεώρηση επιλεγμένων παραδειγμάτων. Θέματα Επιστημών και 
Τεχνολογίας στην Εκπαίδευση
4(1-3), σ.131.

Θεωρίες μάθησης. (n.d.). Ανακτήθηκε από https://economu.wordpress.com/%CE%B5%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CF%8C-%CF%85%CE%BB%CE%B9%CE%BA%CF%8C/%CE%B8%CE%B5%CF%89%CF%81%CE%AF%CE%B5%CF%82-%CE%BC%CE%AC%CE%B8%CE%B7%CF%83%CE%B7%CF%82/

NaismithL., SharplesM., VavoulaG., & LonsdaleP. (2004). Literature review in mobile technologies and learning.

Sanchez, E., Young, S., & Jouneau-Sion, C. (2017). Classcraft: From Gamification to Ludicization of Classroom Management. Education And Information Technologies22(2), 497-513.

Published in Management tools