Learning Ecosystem Research Articles

Design of Sponsored Search Auction Mechanism for Federated Learning Advertising Platform.

Federated learning has demonstrated strong capabilities in terms of addressing concerns related to data islands and privacy protection. However, in real application scenarios, participants in federated learning have difficulty matching. For example, two companies distributed in different regions do not know that the other party also needs federated learning in the case of information asymmetry. Therefore, it is difficult to build alliances. To enable suppliers and consumers to find one or more federated learning objects that are relatively satisfactory in a short time, this paper considers the idea of establishing a federated learning advertising platform, where data transactions need to consider privacy protection. A sponsored search auction mechanism design method is introduced to solve the problem of ranking the presentation order of participant advertisements. Due to the potential malicious bidding problem, which occurs when using the classic sponsored search auction mechanism under the federated learning scenario, this paper proposes a novel federated sponsored search auction mechanism based on the Myerson theorem, improving upon the ranking index used in the classic sponsored search auction mechanism. A large number of experimental results on a simulation data set show that our proposed method can fairly select and rank the data providers participating in the bidding. Compared with other benchmark mechanisms, the malicious bidding rate is significantly decreased. In the long run, the proposed mechanism can encourage more data providers to participate in the federated learning platform, thus continuously promoting the establishment of a federated learning ecosystem.

Online learning ecosystems: comprehensive planning and support for distance learners

Although designing and developing courses curricula are often the primary foci for online learning, instructional considerations are just one part of an educational ecosystem contributing to the online educational quality and success for online learners. In this paper, we explore systemic planning for online learning organized around the idea of an educational ecosystem. Just as in-person learners benefit from an educational system, online learners similarly benefit from carefully planned educational systems. We draw on systemic theories and frameworks with examples from successful programs, discussing features from each of these that inform the design of online learning ecosystems, arguing that rather than an either-or approach to online and face-to-face learning, institutions adopt a both-and approach that fosters robust learning ecosystems. The paper concludes with institutional resilience and how careful systemic planning that strategically integrates online planning is key to the success of online programs essential for institutions’ future resilience.

An empirical study on the impact of learning theory on gamification-based training programs

Purpose This study aims to investigate gamification-based training program through the lens of self-determination theory and in the context of corporate training programs. It integrates the self-determination theory, game elements and learning outcomes in gamified training programs to derive insights. Design/methodology/approach Data is sourced from software development companies operating in the city of Bangalore in India. It applies the partial least square structural equation modeling to investigate the relationship between the self-determination learning theory and game elements and the impact it has on learning outcomes. Findings As a precursor to the development of a game-like learning ecosystem, the authors study the perception of trainers and human resource managers toward game-based training programs in the organization. The authors find that game-based learning makes training more engaging, immersive and contextual for the learners. Research limitations/implications The study is based on a specific sector, i.e. software development companies, and so the results may lack in generalizability. Future research, therefore, may consider other industrial sectors such as manufacturing, banking and telecom to understand the relationship between the constructs. Practical implications This study provides insights for the trainers, human resource managers and academicians on the effectiveness of gamification-based training programs. It also provides information on how the learning theory can be leveraged to understand gamification-based training programs. Social implications This work fulfills an identified need of the training industry to understand new methods of training with an aim to improve the learning outcomes among the learners. Originality/value This study provides a deep understanding on the effectiveness of training tools such as gamified training programs in enhancing and improving the learning outcomes among the learners.

Implications for Lifelong Learning Ecosystem Based on the Differentiation Principle as a System to Overcome Over-Learning Society

본 연구는 Deleuze의 차이와 생성에 관한 철학적 논의를 통해 동일성의 학습이 강요되고, 그 결과로 획득한 학력 코드가 사회나 개인에게 활용되지 못한 채 폐기물로 전락하는 과잉학습 사회를 문제 제기 했다. 이에 통합적 문헌고찰을 통해 과잉학습 사회 극복 체제로서 차이 생성 원리에 기반 한 평생학습생태계의 시사점을 탐색했다. 그 결과 첫째, Deleuze의 차이와 생성에 관한 ‘강도’, ‘이념’, ‘욕망’, ‘탈주’ 개념을 중심으로 차이 생성 원리에 기반 한 평생학습을 ‘평생학습자가 지닌 내적 차이와 자율성 존중’, ‘연결의 속성을 가진 자원 중심의 평생학습 환경’, ‘주체를 회복시키는 사회참여 공간으로 기능하는 평생교육기관’, ‘개인 간 공명을 통해 배움의 주체로 거듭나는 일상학습’으로 정의할 수 있었다. 둘째, 과잉학습 사회 극복 체제로서 차이 생성 원리에 기반 한 평생학습생태계에의 시사점을 ‘학력 코드를 학습 완결성의 인증으로 재인식시키는 평생학습생태계’, ‘다양체 수용을 지향하는 평생학습 통합시스템의 구축’, ‘학력 코드의 누적-독점에서 공유-공생 흐름으로의 변화를 유도하는 평생학습생태계’, ‘개인과 학습, 일터, 가정을 유기적으로 연계시키는 평생학습생태계’로 도출했다.

Design of a Smart MOOC Trust Model: Towards a Dynamic Peer Recommendation to Foster Collaboration and Learner’s Engagement

Recent evolutions in the Internet of Things (IoT) and Social IoT (SIoT) are facilitating collaboration as well as social interactions between entities in various environments, especially Smart Learning Ecosystems (SLEs). However, in these contexts, trust issues become more intense, learners feel suspicious and avoid collaborating with their peers, leading to their demotivation and disengagement. Hence, a trust management system (TMS) has become a crucial challenge to promote qualified collaboration and stimulate learners' engagement. In the literature, several trust models were proposed in various domains, but rarely those that address trust issues in SLEs, especially in MOOCs. While these models exclusively rank the best nodes and fail to detect the untrustworthy ones. Therefore, in this paper, we propose Machine Learning-based trust evaluation model that considers social and dynamic trust parameters to quantify entities' behaviors. It can distinguish trustworthy and untrustworthy behaviors in MOOCs to recommend benign peers while blocking malicious ones to build a dynamic trust-based peer recommendation in the future phase. Our model prevents learners from wasting their time in unprofitable interactions, protects them from malicious actions, and boosts their engagement. A simulation experiment using real-world SIoT datasets and encouraging results show the performance of our trust model.

Six Principles for Developing Leadership Training Ecosystems in Health Care.

Leadership education in medicine is evolving to better meet the challenges of health care complexity, interprofessional practice, and threats from viruses and budget cuts alike. In this commentary, the authors build upon the findings of a scoping review by Matsas and colleagues, published in the same issue, and ask us to imagine what a learning ecosystem around leadership might look like. They subsequently engage in their own synthesis of leadership development literature and propose 6 key principles for medical educators and health care leaders to consider when designing leadership development within their educational ecosystems: (1) apply a conceptual framework; (2) scaffold development-oriented approaches; (3) accommodate individual levels of adult development; (4) integrate diversity of perspective; (5) interweave theory, practice, and reflection; and (6) recognize the broad range of leadership conceptualization.

Digital Learning Environment Values of Pre-Service Teachers as a Basis for Successful Professional Self-Realisation: A Case Study

The paper analyses the value mindsets of pre-service teachers in terms of the digital learning environment (DLE). DLE is considered to be both a system of new tools and methods for teaching activity and a prospective educational eco-system for learning. The DLE value model is based on a psychodidactic approach, which concerns three main constructs—digital content values, communication values, and management values. The research involved 200 pre-service teachers who were asked to complete a questionnaire, evaluating 27 DLE values and opportunities. The results show that pre-service teachers value digital learning content but are not sufficiently ready for its creation; they develop tolerance in communication yet do not have enough skills to show empathy; they appreciate independence in learning management and still need training in professional digital self-presentation. Consequently, professional training and especially internships for pre-service teachers should include a synthesis of traditional (face-to-face) and virtual communication and interaction with children to facilitate mastering an expanded set of competencies for successful professional self-realisation. The findings can be beneficial in terms of e-learning practices, DLE design, and the organisation of internships.

Evaluating a patient safety learning laboratory to create an interdisciplinary ecosystem for health care innovation.

In response to the complexity, challenges, and slow pace of innovation, health care organizations are adopting interdisciplinary team approaches. Systems engineering, which is oriented to creating new, scalable processes that perform with higher reliability and lower costs, holds promise for driving innovation in the face of challenges to team performance. A patient safety learning laboratory (lab) can be an essential aspect of fostering interdisciplinary team innovation across multiple projects and organizations by creating an ecosystem focused on deploying systems engineering methods to accomplish process redesign. We sought to identify the role and activities of a learning ecosystem that support interdisciplinary team innovation through evaluation of a patient safety learning lab. Our study included three participating learning lab project teams. We applied a mixed-methods approach using a convergent design that combined data from qualitative interviews of team members conducted as teams neared the completion of their redesign projects, as well as evaluation questionnaires administered throughout the 4-year learning lab. Our results build on learning theories by showing that successful learning ecosystems continually create alignment between interdisciplinary teams' activities, organizational context, and innovation project objectives. The study identified four types of alignment, interpersonal/interprofessional, informational, structural, and processual, and supporting activities for alignment to occur. Interdisciplinary learning ecosystems have the potential to foster health care improvement and innovation through alignment of team activities, project goals, and organizational contexts. This study applies to interdisciplinary teams tackling multilevel system challenges in their health care organization and suggests that the work of such teams benefits from the four types of alignment. Alignment on all four dimensions may yield best results.

The Impact of Participating in College-Run STEM Clubs and Programs on Students’ STEM Career Aspirations

Background: The United States continues to invest considerable resources into developing the next generation of science, technology, engineering, and mathematics (STEM) talent. Efforts to shore up interest in pursuing STEM careers span decades and have increasingly focused on boosting interest among diverse student populations. Policymakers have called for engaging students in a greater STEM ecology of support that extends beyond the traditional classroom environment to increase student STEM career interest. Yet, few robust studies exist exploring the efficacy of many programmatic efforts and initiatives outside the regular curriculum intended to foster STEM interest. To maximize STEM education investments, promote wise policies, and help achieve the aim of creating STEM learning ecosystems that benefit diverse student populations and meet the nation’s STEM goals, it is crucial to examine the effectiveness of these kinds of STEM education initiatives in promoting STEM career aspirations. Purpose: The purpose of this quasi-experimental study was to examine the impact of one popular, yet understudied, STEM education initiative on students’ STEM career aspirations: participation in a university- or college-run STEM club or program activity (CPA) during high school. Specifically, we studied whether participation in a college-run STEM CPA at a postsecondary institution during high school was related to college-going students’ STEM career aspirations, and we examined whether that relationship differed depending on student characteristics and prior STEM interests. Research Design: We conducted a quasi-experimental investigation to explore the impact of participation in university- or college-run STEM CPAs on college-going students’ STEM career aspirations. We administered a retrospective cohort survey to students at 27 colleges and universities nationwide resulting in a sample of 15,847 respondents. An inverse probability of treatment weighted logistic regression model with a robust set of controls was computed to estimate the odds of expressing STEM career aspirations among those who participated in college-run STEM CPAs compared with the odds expressed among students who did not participate. Our weighting accounted for self-selection effects. Results: Quasi-experimental modeling results indicated that participation in university- or college-run STEM CPAs had a significant impact on the odds that college-going students would express STEM career aspirations relative to students who did not participate. The odds of expressing interest in a STEM career among participants in STEM CPAs were 1.49 times those of the control group. Robustness checks confirmed our results. The result held true for students whether or not they expressed interest in STEM careers prior to participation in STEM CPAs, and it held true across a diverse range of student characteristics (e.g., race, parental education, gender, standardized test scores, and family/school encouragement). Conclusions: Results suggest that university- and college-run STEM CPAs play an important role in the STEM education ecology, serving the national goal of expanding the pool of college-going students who aspire to STEM careers. Moreover, results showed that participation in university- and college-run STEM CPAs during high school is equally effective across diverse student characteristics. Policymakers, educators, and those charged with making investment decisions in STEM education should seriously consider university- and college-run STEM CPAs as a promising vehicle to promote diverse students’ STEM career aspirations in the broader STEM learning ecosystem and as an important complement to other STEM learning environments.

The future of international business: Bridging practice, education, and research at Dutch universities of applied sciences

Five of the most important trends in the global economy and their impact on International Business Practice, Education, and Research are examined. Changes in today’s world are accelerating due to the Covid-19 crisis and other environmental changes. These factors have had a major impact on regional and worldwide business and customers. Disruptions in international supply chains are just one important example of how international business issues affect manufacturers, retailers and customers. Developing international business opportunities is both easier and more complex than ever before. In this light, it is impor-tant to develop and strengthen the relationship between international business practice, research, and education for the benefit of all stakeholders involved. Dutch universities of applied sciences historically have had good connections with the business community and can play an important role in learning ecosystems including learners, researchers, and practitioners. Given the large number of business students at Dutch universities of applied sciences they have a responsibility to delivering international business education which is relevant for all its stakeholders. It is for this reason that important international business trends are linked to various dimensions of IB education.

Smart Learning in the Ecosystem: Examines Smart Learning Structural Design Features Considering IoT and IoB

The Internet of Things (IoT), IoT-Education, and smartness are emerging technology used in Industry 4.0 to enable smarter education systems that can be adapted to different learners. Using IoT as an acceptable and useable infrastructure is one of the leaders' innovative strategies. It is an intelligence enabler that will be integrated into many essential parts of the future world. This study looks at the key elements of smart learning structural design, such as IoT and IoB (internet of behavior), as well as the major issues that must be addressed when creating smart educational environments that allow for personalisation. To incorporate smart learning environments into the learning ecosystem and educational contexts, IoT, IoB, and cloud services for a smart education ecosystem must be used to orchestrate formal and informal learning. This study emphasizes smart learning paradigms and smart learning environments and the importance of involving future users in the design process to broaden understanding of the design and implementation of innovative systems for smart learning.

Implementation of the CDIO Framework in Engineering Courses to Improve Student-Centered Learning

The proposed work discusses the progress of engineering curriculum development and the advancement of the engineering learning ecosystem. While technology advances around the pupils, engineering principles and methods remain static. The objective of this paper is to investigate self-directed learning and collaborative learning ways among CDIO curriculum batch of students using Active Learning Techniques (ALT). The learning ecosystem for students to grasp and generate a creative solution for a complex problem connected to their academic application was discovered in the suggested work's framework. The article explains how instructors can prepare students for nextgeneration industrial readiness by using an active learning technique that emphasizes both intellectual and practical learning. The study's focus is on novel material delivery strategies, demobased peer training, and project-based learning activities that address cognitive and kinesthetic skills of students. The CDIO education framework for electrical machines course is described here, as well as the syllabus structure, cognitive level approach, and kinesthetic level approach, all of which improved engineering education topology. Keywords—Electrical machine, cognitive skills, kinesthetics skills, blooms taxonomy.

EDUCATIONAL ECOSYSTEM AS A MODERN MODEL OF IMPROVING RELATIONSHIPS IN THE "EDUCATION" - "LABOR MARKET" SYSTEM

The educational ecosystem, by its very nature, gained popularity in the educational process relatively recently. Using the parameters of a biological ecosystem, a learning ecosystem is usually described as a complex community and environment where the learner interacts in a mixed environment where time, place and space are constantly changing. Entrepreneurial ecosystems have recently attracted attention mainly in the sphere of policy and decision-making, where communities and regions seek to develop and expand entrepreneurial structures in particular areas and industries. The idea of ecosystems in entrepreneurship is becoming an increasingly popular topic around the world, as economic development is seen as a solution to both social and economic problems. The article examines the peculiarities of the functioning of educational ecosystems on the example of the educational ecosystem for entrepreneurship education and the study of their role in the system of relationships "education - business - labor market". The educational ecosystem of entrepreneurship includes several levels - individuals (students, teachers, staff, practices and administration), groups of people (faculty, students), organizations (incubators, centers), events and stakeholders (stakeholders) of the community (government, politicians, industry, sponsors). Central to the educational ecosystem is internal entrepreneurial activity that functions around educational (educational), additional (extracurricular) and research (scientific) activities. The main types of educational institutions, depending on their role in the educational ecosystem, are: broker - an educational institution that assumes the role of an intermediary, will have a wide scope of activities, many courses, joint activities and research projects of teachers, but support will be provided from the bottom up, and participation may not be a priority for the institution; facilitator – the educational institution performing this role will have several separate disciplines, a limited number of teachers and support staff; hub – an educational institution that assumes the role of a center, will have both a wide range of core activities and a deep commitment to certain aspects of entrepreneurship; developer – an institution that takes on the role of developer will have significant commitments in terms of resources, infrastructure and culture, but the range of curricula, extracurriculars and research will be narrow.

The ecosystem of online learning in the Philippine setting: A case of Pangasinan State University

 This study aimed to assess the initial implementation of the Flexible Learning Modality of Pangasinan State University Lingayen Campus during the School Year 2020-2021. It explored on the issues and challenges faced by both teachers and students during flexible instruction. Using extracts from the responses of teachers (n=123) and students (6370) in the survey questionnaire, the findings showed that an unstable, weak and poor internet connection and no comfortable teaching and learning spaces at home appear to pose as greatest barriers for online learning to both the faculty and students. Further, the study noted that PSU was quick to implement an online learning platform but found that the gadgets available for use by a number of the respondents could not run the app or at least run its full features, and which led to another challenge found on the difficulty to download teaching and learning resources using the software. The researchers concluded that the PSU Lingayen Campus was prepared in aspects under its control including provision of and orientation to online platforms, and plans to provide printed guides, but have an understandable lacking on challenges met including teaching and learning spaces, poor internet connection, and the capacity to purchase mobile load as means of students to attend classes online. The researchers recommend periodic assessment of the PSU’s policies for Flexible Learning to provide continued and improved service delivery for both the faculty and students.

AI-assisted knowledge assessment techniques for adaptive learning environments

The growth of online learning, enabled by the availability on the Internet of different forms of didactic materials such as MOOCs and Intelligent Tutoring Systems (ITS), in turn, increases the relevance of personalized instructions for students in an adaptive learning environment. There are increasing interests as well as many challenges in the application of Artificial Intelligence (AI) techniques in educational settings to provide adaptive learning content to learners. Knowledge assessment is necessary for providing an adaptive learning environment. A student model serves as a fundamental building block of knowledge assessment in an adaptive learning environment. This paper intends to review the development of dominant families of student models with psychometric theory in early educational research, recent adaptations, and advances with machine learning and deep learning techniques. Our review covers not only the important families of student models but also why they were invented from both theoretical and practical viewpoints with AI and educational perspectives. We believe that the discussion covered in this review will be a valuable reference of introductory insights to AI for educational researchers, as well as an endeavor of introducing basic psychometric perspectives to AI experts for knowledge assessment in the field of learning science. Finally, we provide recent challenges and some potential directions for developing efficient knowledge assessment techniques in future adaptive learning ecosystems.

Development of e-Module in Learning Ecosystem to Foster Thinking Skills of Junior High School Students

The aim of this study is to develop a flipped-classroom-based e-module through validity, practicality, and effectiveness test. The method employed in this study is research and development (R&D) with several steps undergone i.e. planning, product development, validity test, revision, and small- and big-scales try-out. The result of this study revealed that the e-module had been very valid based on the input given by the content and media experts with approximate score 91.76% to 98.40%. The practicality on teacher’s and students’ activity for the whole meeting reached the approximate score 84.44% to 98.10% which is very practical. Students’ response on the response on the questionnaire reached the highest score as big as 94.07% which was very good. On the effectiveness test, there was an increase on students’ solo taxonomy level. It can be seen from the pre-test which was initially on the pre-structural (59.17%) and uni-structural (40.83%) level elevated to the multi-structural (85%) and relational (12.50%) level during the post-test. The evaluation on the mockup product, the range score on each group is around 83.53 to 90.59 which is very good. It can be concluded that the flipped-classroom based e-module had fulfilled the criteria of validity, practicality, and effectiveness to foster students’ thinking skill in SMP Islam Pagimana. Keywords: e-modul, flipped classroom, ecosystem, thinking skills. Abstrak: Tujuan penelitian yaitu melakukan pengembangan e-modul berbasis flipped classroom melalui uji validitas, kepraktisan, dan efektivitas. Metode penelitian berupa metode Research and Development (R&D) dengan tahapan perencanaan, pengembangan produk, uji validitas, revisi, dan uji coba lapangan terbatas dan luas. Hasil penelitian menunjukkan bahwa e-modul memenuhi kriteria sangat valid oleh ahli materi dan ahli media dengan kisaran 91,76% hingga 98,40%. Uji kepraktisan pada aktivitas guru dan siswa pada semua pertemuan berkisar antara 84,44% hingga 98,10% dengan kategori sangat praktis. Respon siswa hasil angket tertinggi sebesar 94,07% dengan kategori sangat baik. Pada uji efektivitas, terjadi peningkatan level taksonomi solo siswa dari pretest di level prestructural (59,17%) dan unistructural (40,83%) meningkat pada posttest di level multistructural (85%) dan relational (12,50%). Untuk penilaian produk maket, rentang nilai pada setiap kelompok berkisar antara 83,53 hingga 90,59 dengan kategori sangat baik. Kesimpulannya bahwa e-modul berbasis flipped classroom memenuhi kriteri validitas, kepraktisan, dan efektivitas untuk melatih kemampuan berpikir siswa SMP Islam Pagimana. Kata kunci: e-modul, flipped classroom, ekosistem, kemampuan berpikir. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp606-623

Professional Learning Networks

Professional learning networks (PLNs) are uniquely crafted and dynamic learning ecosystems, consisting of people, spaces, and tools that meet an educator’s professional needs, interests, and goals (Trust et al., 2016). They serve as a means through which people grow in aspects of their professions. The people within a PLN are individuals who provide career-based feedback, advice, ideas, emotional support, and/or mentoring (Krutka et al., 2017; Trust et al., 2016). The spaces within a PLN are physical, digital, and hybrid places that support or enable professional knowledge building with and from others, such as conferences, workshops, webinars, Twitter chats, unconferences, Reddit forums, and massive open online courses (Trust and Prestridge, 2021). The tools within a PLN are physical resources (e.g., books, curriculum materials) and digital technologies (e.g., Internet search databases, social bookmarking tools, blogs) that are used to access, curate, construct, and disseminate professional knowledge (Trust et al., 2018). Taken together, the people, spaces, and tools within a PLN can support ongoing professional learning and growth for individuals in any academic or organizational context.

AI-based multidisciplinary framework to assess the impact of gamified video-based learning through schema and emotion analysis

As a natural and continual process, the initial learning stages encompass mastering and recalling basic facts. The process proves effective with the integration of new information with pre-existing knowledge characterised as schema to facilitate memory encoding. Additionally, emotions also have the ability to modulate human cognition in terms of learning and memory. The recent advent of gamification in e-learning, which has garnered much scholarly and industrial interest, necessitates a thorough examination between video-based learning and its subsequent implications on schema, emotions, and gamification. The current multidisciplinary research triangulated cognitive psychology, affective science, and education technology with artificial intelligence for evaluating digital learning pedagogy based on memory retrieval accuracy, response time, and emotional valence. This three-way (2 x 2 x 2) mixed factorial experiment design with repeated measures entailed 64 healthy young adult volunteers ( n = 64) with 32 in the schema congruent group and 32 in the schema incongruent group. Additionally, 27 (42%) of the volunteers were males, while 37 (58%) were females with an age range between 20 and 39 years old (mean age 27.78 years, SD = 4.77 years). The findings demonstrate that the schema congruent group attained a statistically significant and higher retrieval accuracy ( p < .001). The delayed recall response time was faster than its immediate recall counterpart ( p < .001). Overall, the gamified learning mode depicted more positive emotions compared to non-gamified learning, although both groups primarily portrayed more negative emotions ( p = .05). The synthesis of current research aimed to recommend an AI-based multidisciplinary framework to assess the impact on adult learners in terms of schema and evaluate their emotions in experiencing gamified or non-gamified video materials as a learning medium. The implications expedited from this research offer valuable insights for diverse stakeholders engaged in the video-based learning ecosystem.

Effects of Gamified Learning on Students of Different Player Traits in Malaysia

Diversified learning is the path to supplement students’ needs in the contemporary generation. These students’ lives have revolved around technology since birth; as such, the role of technology cannot be ignored. Furthermore, this was prevalent during the lockdown imposed by the global pandemic which compelled the incorporation of educational technology into student’s lives. As gamification harnesses the power of game elements, identifying how gamified learning affects a student’s game player traits will be vital in identifying whether specific learning methods can invoke, change and cultivate better learning outcomes. This quasi-experimental study involving two groups of students learning computer science in Malaysia was carried out over eight weeks. Findings revealed that most prevalent player traits changes were evident in the primary construct of social player traits, followed by subconstructs of customization, relationship, socializing, and mechanics. These changes are attributed to the need to reach out, communicate, and collaborate with their peers and look into how the system works for them individually, within the context of the learning and explorative needs of students. As such, gamified learning has not only managed to offer a new paradigm into the learning ecosystem but has also shown that positive changes can be cultivated based on these conditions.

“Where am I?” A Critical Discourse Analysis of Religious Representation in Indonesia

Diversified learning is the path to supplement students’ needs in the contemporary generation. These students’ lives have revolved around technology since birth; as such, the role of technology cannot be ignored. Furthermore, this was prevalent during the lockdown imposed by the global pandemic which compelled the incorporation of educational technology into student’s lives. As gamification harnesses the power of game elements, identifying how gamified learning affects a student’s game player traits will be vital in identifying whether specific learning methods can invoke, change and cultivate better learning outcomes. This quasi-experimental study involving two groups of students learning computer science in Malaysia was carried out over eight weeks. Findings revealed that most prevalent player traits changes were evident in the primary construct of social player traits, followed by subconstructs of customization, relationship, socializing, and mechanics. These changes are attributed to the need to reach out, communicate, and collaborate with their peers and look into how the system works for them individually, within the context of the learning and explorative needs of students. As such, gamified learning has not only managed to offer a new paradigm into the learning ecosystem but has also shown that positive changes can be cultivated based on these conditions.