Moving into a technologically dependent society, it is becoming clear that video games are everywhere around us. They are so deeply rooted in human culture that more than 155 million US citizens choose them as a form of entertainment (ESA, 2015). Although it is a difficult task to accurately identify the extent of their penetration into society, given their role in entertainment and other areas, efforts have been made in recent years to develop them as an educational tool that will enhance conventional teaching and learning. in line with modern pedagogical approaches. (Foster, Shah & Duvall, 2015). But why has this effort not been successful? Is it their very nature that prevents them from being integrated into the classroom, or are other factors that make integration difficult?
Motivation is a critical factor in the success of learning. When motivation weakens, learning ceases (Gee, 2003). Planning activities that emphasize students' motivation are able to offer ways to bridge their lack of interest, increase their involvement and ultimately foster learning in the subject area. How can the ARCS motivation model help instructional designers create more fun and engaging learning activities for the learners?
Class Dojo is a student behavioral management system that is used by 35 million users worldwide according to the app’s developers.
How does it work?
Initially, after signing up at the Class Dojo (https://www.classdojo.com), the teacher creates his / her digital class by simply entering the names of the. Students then download the application to their mobile devices and register in their digital class easily via a QR code that has been given to them.
Students earn or lose "Dojo points" depending on how they behave in the classroom. These points vary according to the type of the behaviour and are predefined by the teacher. For example students can earn points if they are being kind to their classmates and loose points if they miss the homework's deadline. Particularly useful is the recording of the pupils' overall behavioral progress throughout the year, as it is not limited to a single lesson.