Electronic Journal of e-Learning

Open-Source Gamification Plug-Ins: A Study on Usability and User Preferences

Ludmiła Walaszczyk, Sylvester Arnab — Fri, 10 Jan 2025 00:00:00 +0000

In the current educational environment, e-learning and online education have gained significant prominence, especially highlighted during the COVID-19 pandemic when their importance increased dramatically. Empirical evidence highlights the undeniable benefits of online learning, with learners globally appreciating the flexibility to access course materials at their convenience, free from geographic or time constraints. Despite many companies’ efforts to support online education, some educators are hesitant to adopt this new approach fully. Their concerns revolve around whether online instruction can match traditional classroom teaching's effectiveness, coupled with worries about the financial costs involved in transitioning and the extensive work needed to digitise course materials. Despite these challenges, the integration of plug-ins such as gamification plugins emerges as a transformative force in online education. Gamification plug-ins play a crucial role in infusing gamified elements and mechanics into online courses or digital content, thereby enhancing engagement, motivation, and overall learning experiences. Gamification involves applying game design principles, such as points, badges, leaderboards, challenges, and rewards, to non-game contexts like education or business. In contemporary application, gamification has evolved to include explicit game elements such as quizzes, puzzles, narratives, and mini-game techniques as complementary components in enhancing existing online learning environments. By integrating gamification plug-ins into e-learning platforms or content, educators can create a more interactive and enjoyable learning environment, ultimately leading to improved retention and participation. Thus, in the face of the challenges posed by the transition to online learning, strategically incorporating gamification plug-ins presents a promising approach to addressing concerns regarding efficacy and learner engagement in virtual classrooms. This paper aims to explore the efficacy of specific gamification plug-ins through the evaluation of open-source gamification plug-ins from a user-centric perspective, focusing on their usability and appropriateness. By employing both qualitative and quantitative data collection methods, the research seeks to uncover the reasons behind user preferences and prioritise the plug-ins that best support engagement and functionality in their intended applications. Specifically, the study includes an in-depth review of the relevant literature on gamification in education to position the current investigation within a broader academic context. The gamification tools are assessed by VET trainers, learners, and other stakeholders across five European countries—Poland, Italy, Greece, Cyprus, and the United Kingdom (n=258)—to address the need for practical, effective, and open-source gamification solutions compatible with popular LMS/CMS platforms. This study advances the field by offering a systematic analysis of widely used gamification plug-ins and providing new insights into how these tools can be applied to foster learner engagement. By situating the findings in the context of prior research, this paper highlights how gamification contributes to learning outcomes in ways that have not been sufficiently explored, filling an existing gap in the literature. The research questions aim to identify the most user-friendly open-source plug-ins for gamification and determine their usefulness in creating interactive learning content. Ultimately, these insights can inform the design of more engaging e-learning platforms, improving retention and participation rates.

Determinants of Student Adoption of Generative AI in Higher Education

Tue, 18 Feb 2025 00:00:00 +0000

The examination of the impact of Generative AI (GenAI) on higher education, especially from the viewpoint of students, is gaining significance. Although prior research has underscored GenAI's potential advantages in higher education, there exists a discernible research gap concerning the determinants that affect its adoption. In the present study, we aim to enhance our comprehension of the factors influencing the willingness of higher education students to adopt GenAI tools. To achieve this, we have developed an extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model incorporating specific GenAI constructs. Our research methodology entailed the selection of a diverse sample of 374 students through random sampling. We then analyzed their data using Structural Equation Modeling (SEM) to gain insights into the complex relationships between various variables. The study found that students are more likely to use GenAI tools when they view them as supplemental resource and effort expectancy. It also revealed that perceived costs negatively impact adoption intentions, highlighting that financial factors are a significant barrier. Interestingly, Factors like information accuracy and hedonic motivation did not significantly affect students' adoption intentions. This study offers key insights for eLearning practitioners on integrating Generative AI (GenAI) tools into educational settings. It emphasizes the significance of resource perception and effort expectancy, demonstrating GenAI's potential to personalize learning experiences. eLearning platforms can utilize GenAI to enhance active learning through engaging methods and streamline course development. Addressing cost barriers is crucial for equitable access and inclusivity. A gradual approach to integration aligned with learning objectives is recommended, along with fostering critical engagement with GenAI tools to enhance digital literacy. Lastly, the study is constrained by its specific context, potential biases in self-reported data, a narrow focus on factors influencing students' intent to use GenAI tools and a cross-sectional design. Future research should encompass a broader range of factors, employ objective measures, and integrate observational data. Longitudinal studies or experimental designs could offer more comprehensive insights into how students' perceptions and intentions develop, thus promoting a more inclusive educational environment for all students.

Quality Assurance in Distance Higher Education: A Bibliometric Study of Scopus-Indexed Publications Between 1993 and 2024

Huu-Bich Nguyen, Nguyen Quang-Duy Vu, Duc-Tai Dinh, Hiep-Hung Pham — Wed, 19 Feb 2025 00:00:00 +0000

This bibliometric study investigates the evolution and trends in quality assurance in distance higher education (QADHE) through a comprehensive analysis of Scopus-indexed publications spanning from 1993 to 2024. The research aims to address several critical aspects, including publication trends, international collaboration networks, influential authors, primary sources, emerging themes, and keywords within the field of QADHE. Utilizing PRISMA methods, a total of 193 relevant documents were identified, reflecting a growing interest in QADHE over the past three decades. The findings reveal distinct phases in the publication trend, indicating an increasing focus on quality assurance practices in distance higher education. Notably, the significant contributions come from Anglophone countries, underscoring the influence of English-speaking nations in shaping the discourse surrounding QADHE. Furthermore, the collaboration networks highlight a global interest in QADHE, with notable contributions from countries in Asia. This collaborative effort illustrates the importance of cross-border partnerships in advancing research and practices related to quality assurance in distance education. The analysis of influential authors and institutions underscores the diverse geographical distribution of research contributions, featuring prominent figures from both developed and developing nations. This diversity enriches the body of knowledge in QADHE and fosters a more inclusive understanding of quality assurance challenges and solutions across different contexts. The study also identifies key themes within QADHE, such as the integration of technology, methodologies for quality assurance (QA), implementation strategies, and regional perspectives. These themes reflect the dynamic nature of the field and the evolving landscape of distance education, which has been significantly impacted by technological advancements and changing educational paradigms. Additionally, an analysis of co-occurrence keywords indicates a growing emphasis on "open" principles and the utilization of Open Education Resources (OER) to enhance distance higher education (DHE). This shift towards openness suggests a transformative approach to education that prioritizes accessibility and collaboration. Overall, this study provides valuable insights into the evolution and current state of QADHE, highlighting areas for future research and the importance of continuous quality assurance efforts. The findings not only contribute to the existing literature but also serve as a foundation for understanding the implications of quality assurance practices in distance education. As the field continues to evolve, ongoing research is essential to address emerging challenges and to promote effective quality assurance frameworks that can adapt to the needs of diverse educational contexts.

From Twitch to YouTube Live: A Systematic Literature Review of Streaming in Higher Education

Jorge Oceja, Carmen Álvarez-Álvarez — Wed, 19 Feb 2025 00:00:00 +0000

Although the term streaming is polysemic, nowadays it is generally understood as real time communication between broadcasters of information (or streamers) and their community, through popular platforms such as Twitch or YouTube Live. As there is a lack of knowledge about the educational impact of this kind of streaming on higher education, the main objective is to explore how educational experiences have been documented in scientific literature. The specific research questions are (1) How may streaming educational practices in the university context appear in scientific literature, (2) What types of scientific production (conference proceedings, book chapters, scientific articles, etc.) have documented these experiences? (3) What elements of this culture (specific platforms, communication codes, presence of informal elements, etc.) are present in these practices allowing us to consider them streaming experiences? (4) To what extent have these projects been evaluated and what are their educational results? The study is grounded in theoretical perspectives that challenge the existing gap between educational research and impactful learning practices in both face-to-face and eLearning environments. It explores whether, as we hypothesize, there is a lag between the consolidation of new media in popular culture and various disciplines, and its integration into educational contexts. Following PRISMA declaration guidelines, a systematic literature review (SLR) was carried between June 1st and June 9th, 2024 in English language both in Web of Science and Scopus. Starting with a wide collection of results (Scopus n = 426 and Web of Science n = 354) several exclusion criteria were progressively applied before reaching the final sample. Results show that these experiences have been rarely documented (n = 10) with most of them appearing either on journals or conference proceedings. Most experiences still have an instructional bias, not considering the social and cultural dimension of this phenomenon. Although results seem promising, assessment strategies can be improved. Based on these results, researchers emphasize the need to adapt teaching methodologies to leverage the affordances and cultural dynamics of streaming platforms, providing insights for future research and pedagogical innovation. Additionally, they advocate for enhancing teachers' media literacy to better navigate and utilize the distinct features and cultural codes of this medium effectively.

An Analysis of Factors Impacting Users' Choice of Freemium or Premium Services in a Mobile-Assisted Language Learning App

Tue, 25 Feb 2025 00:00:00 +0000

Since the COVID-19 pandemic, the popularity of foreign language learning on mobile-assisted language learning (MALL) applications has increased. The MALL also implements a freemium (free access) and premium business model where customers must purchase the subscription package provided. This research aims to find out what factors influence the migration of users from the free version to the premium MALL version. This study uses a quantitative and qualitative approach. Quantitative data obtained through questionnaires filled out by 1,232 respondents and qualitative data obtained through interviews with thirty interviewees. The results of this study show that dissatisfaction in the push factor was found to be factors that significantly influenced the user's desire to switch to the premium version of the MALL, while perceived intrusiveness and perceived inefficiency did not have a significant positive effect on the user's desire to switch to the premium version of the MALL. The pull factor, perceived enjoyment, perceived usefulness, and trialability showed a significant positive influence, while the perceived learner value aspect did not show a significant positive influence. Finally, all aspects of the mooring factor, namely switching cost, social influence, and inertia show a significant influence on user intention to switch to the premium version of the MALL. However, switching cost showed positive influence on users’ switching intention, contrary to the predicted hypotheses. The results of this research are expected to be an input for MALL application developers to improve their services so that users switch to using the premium version of the MALL.

Beyond Face Recognition: A Multi-Layered Approach to Academic Integrity in Online Exams

Aivar Sakhipov, Islam Omirzak, Alexey Fedenko — Tue, 25 Feb 2025 00:00:00 +0000

Ensuring academic integrity in online assessments is crucial for upholding fairness and credibility, especially with the widespread adoption of remote learning. This research addresses key vulnerabilities in preventing cheating and unauthorized collaboration, common in online assessments lacking direct supervision. To address these challenges, an intelligent proctoring system was developed and tested on BlockchainStudy.kz — an educational platform that offers online courses and issues blockchain-based certificates. This system establishes a controlled examination environment through facial recognition, user activity monitoring, and browser behavior tracking, effectively deterring dishonest practices. The study adopted a phased methodology, starting with pilot testing for feasibility, followed by large-scale deployment to assess scalability and effectiveness. The approach combines machine learning-based facial recognition for identity verification, user action logging, and browser monitoring to detect suspicious behaviors indicative of academic dishonesty. Findings demonstrated a marked decrease in cheating incidents, enhanced examination credibility, and improved perceptions of fairness among both students and instructors. By encouraging accountability, the system fostered a culture of honesty within the online education environment. Ethical concerns regarding privacy were addressed through robust safeguards in compliance with General Data Protection Regulation (GDPR), building student trust in the proctoring system. This research contributes to the field of e-learning by providing a scalable, effective solution for maintaining academic integrity in online assessments. It facilitates informed decision-making for educators, reduces dishonest behavior, and promotes a culture of integrity within digital education. Overall, this work enriches the body of e-learning knowledge by presenting a practical, adaptable strategy for overcoming the complex challenges of academic integrity in remote learning environments.

Evaluating ChatGPT's Reliability in Second Language Acquisition (SLA): Insights on Language Skills and Technology's Role

Albatool Ahmad Alhazmi, Muneera Muftah — Tue, 11 Mar 2025 00:00:00 +0000

Artificial Intelligence (AI) has become a transformative tool across various fields, including education, offering innovative opportunities for second language (L2) learning and teaching. The potential of AI-driven tools like ChatGPT in Second Language Acquisition (SLA) remains an area of emerging interest, with implications for enhancing pedagogical approaches and providing scalable, interactive support for learners and educators. This study evaluates the reliability and quality of ChatGPT-4.0’s responses to 48 key questions related to SLA, encompassing themes such as technology's role and language skills (reading, writing, listening, and speaking). The questions were rated by five expert linguists using a Likert scale to assess accuracy, and relevance. Statistical analyses, including the Kruskal-Wallis H test (p < 0.05) and post-hoc pairwise comparisons, revealed significant differences among evaluators (p < 0.001), with most responses rated as good (26.25%) or very good (55.41%). Despite these positive outcomes, Fleiss’s Kappa coefficient (0.006) highlighted low inter-rater agreement, signaling a need for standardized evaluation frameworks. While ChatGPT shows promise in addressing diverse SLA topics, its limitations—such as occasional inaccuracies—underscore the necessity for ongoing research to optimize its utility in educational contexts. This study contributes to SLA pedagogy by demonstrating the potential and boundaries of integrating AI into language learning, advocating for cautious and evidence-based adoption.