1,721,294 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Assessing the impact of a gamification design model on students' learning, participation, and motivation : a design-based research study
No full textIn contrast to fully fledged games, gamification makes use of game-like elements in non-game contexts to engage users and to encourage desired behaviors. Despite numerous efforts to examine whether game mechanics impact learners’ motivation to acquire knowledge and to participate in class, a gap remains between theory and practice. Whilst exploring the theoretical underpinnings of gamification may increase the likelihood of creating successful designs, few studies have empirically validated the resulting theories. Therefore, this study empirically examined a theory-based gamification design model in two tertiary level courses. In the pilot study, a quasi-experiment was conducted in the 3-week SPSS module of the Research Methods and Inquiry course to gain an initial understanding of the impacts of the goal-access-feedback-challenge-collaboration (GAFCC) design model on students’ participation and learning, and to identify problems which may have occurred in its implementation. In total, 21 students from the treatment group and 19 students from the control group participated in the experiment.
In the main study, a design-based study was conducted in iterative cycles to test the effectiveness of the model. The test-bed was a 10-week introductory information management course operated in the first term of the Science in Information Management program. Participants were recruited from the course in three consecutive years. Freshman in year 2015 was assigned to the control group (n= 48) using the conventional learning approach, freshman in year 2016 was assigned to treatment group1 (n=48) using the GAFCC gamification design model, and freshman in year 2017 was assigned to treatment group2 (n=50) using the updated GAFCC gamification design model. Quantitative data and qualitative data, e.g., pre- & post-activity completion, survey questionnaires, semi-structured interviews, were collected and analyzed. It was hypothesized that gamification designs, which followed the proposed GAFCC design model, would enhance learners’ participation, learning, and motivation. With that in mind, the study sought to answer the following questions: 1) what are the impacts of the GAFCC design model on students’ participation; 2) what are the impacts of the gamification design model on students’ learning; 3) what are the impacts of the gamification design model on students’ motivation; 4) what are the differences in the impacts when using the GAFCC design model and the updated GAFCC design model?
The collective results of the design-based study indicated that the gamification designs were effective in enhancing students’ learning and participation. Treatment group1 and treatment group2 produced higher-quality artifacts than those in the non-gamified group. Treatment group1 and treatment group2 completed more pre- and post-class activities before the weekly due date than the non-gamified group. Furthermore, treatment group2 using the updated GAFCC model had less low-quality submissions than treatment group1. The interview results indicated that most of the students preferred to study in a gamified environment rather than a non-gamified environment. Overall, this study provided evidence of the effectiveness of the theory-grounded GAFCC gamification design model, and demonstrated how this model could be used to enhance students’ learning experience. The limitations of the study and future directions for research are also discussed here.published_or_final_versionEducationDoctoralDoctor of Philosoph
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Examining the psychometric validity of the five-item gratitude questionnaire: An item response theory approach
No full textThe present investigation explored the psychometric validity of the five-item Gratitude Questionnaire (GQ-5) using a construct validation approach. Concerning within-network construct validity, results of item response theory (IRT) analysis via graded response model (GRM) showed that this scale could not discriminate individuals who score high in gratitude and the 7-scale response options could be modified to a 6-scale response choice. As regards to between-network construct validity, findings demonstrated that gratitude was positively correlated to both controlled and autonomous motivation. Implications are discussed to refine the assessment of gratitude in the school contexts. © The Author(s) 2018.link_to_subscribed_fulltex
Exploring the impact of gamified flipped classroom instruction on secondary school students' disaster education
No full textRadical advancements in technology has opened new horizons for gamification and flipped classrooms, giving rise to ever-changing and radically evolving emerging technologies. Flipped learning and gamification could be a potential solution to enhance the learning achievements, motivation, and engagement of students in a contemporary educational context. However, several gaps and problems have been found; these need further investigation before successful implementation can be achieved. For instance, one problem is the lack of motivation among students regarding conventional pre-class quizzes in the flipped class context. There is also a lack of previous studies addressing the incorporation of the gamification concept into flipped-classroom practice, particularly in the Science of Natural Disaster subject; only a few studies have examined the use of gamification to assess students' formative assessments. Apart from that, the elaboration of all four types of engagement in the context of gamification implementation together with the three of perceived needs to be satisfied based on SDT (Self-Determination Theory).
To address these gaps, this study aimed to merge the notion of gamification into the flipped classroom context to produce a so-called gamified-flipped classroom. This pedagogy was implemented in experimental science classes, particularly for disaster-related topics. At the same time, it helped to promote effective learning performance among students through gamified formative quizzes as well as enhanced learning motivation and engagement. An explanatory sequential mixed-methods design was employed for data collection in all three iterative studies. The quantitative data was collected through a post-test only design or formative assessments and post-questionnaire surveys. For qualitative data, personal interviews were utilized.
The three iterative studies found that students' learning performances with gamified flipped instruction improved and were significantly different than those of non-gamified and traditional classroom instructions (p < .05). The study found that quiz competitions before and after lectures motivated students to compete with one another, which in turn led to better scores and performance. The survey and interviews results confirmed that participants from different intervention groups (i.e., gamified flipped learning, flipped learning, and gamified learning) achieved a significant level of motivation as their innate psychological needs for competence, autonomy, and relatedness were satisfied. The study also discovered that students from different pedagogical interventions, not only gamified flipped classrooms, were positively engaged emotionally, behaviorally, cognitively, and agentically.
Thus, it can be concluded that integrating the gamification concept into the grading system by adding challenges, incentives, points, and rewards to quiz questions promoted a more engaging and enjoyable experience for learners, particularly as formative assessments were used before or after the completion of each topic. The continuous advancement of technology will require students to learn more to keep up with it. Therefore, the instructor should be well-trained in a variety of contemporary instructional pedagogies (e.g., gamified learning, adaptive learning, inquiry-based learning) and the most recent trends in digitalization such as augmented and virtual reality, emotion sensors, learning analytics, and smart desks. In this way, the teachers would be able to implement the right instructions and technologies at the best times and at appropriate places.published_or_final_versionEducationDoctoralDoctor of Philosoph
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
The impact of gamified morphology interventions on student language learning engagement and achievement
No full textMorphological awareness (MA), the ability to reflect on and manipulate the smallest language units within a word, has been identified as a crucial reading-related skill that relates to students’ word reading and reading comprehension. Digital gamification is emerging as a popular approach to engage learners and facilitate learning. However, few studies can be found that have investigated the use of gamification to teach MA. Furthermore, little is known about how different types of gamification affect students’ learning engagement and performance.
Three interrelated studies were conducted with Chinese students who learn English as a second or foreign language. Study 1 examined the effective components of morphology interventions and contrasted three programs, namely derivational and compounding morphology program (CDM), derivational morphology program (DM) and business-as-usual program. The results showed that the two morphology interventions led to significantly higher gains on MA than the business-as-usual approach. Furthermore, the CDM program led to higher gains in MA and multisyllabic word reading than the DM program. The results showed the benefits of incorporating compounding morphology into morphology programs.
Study 2 examined whether an online gamified English MA programme was more effective than physical face-to-face instruction in terms of cognitive, motivational and affective learning outcomes. This MA program included the instructions on both derivational and compounding morphology. Self-determination theory was applied to gamification design and the instructional design theory “First Principles of Instruction” was applied in the development of online MA activities. A quasi-experimental design was employed with a sample of 33 students in the gamified MA programme and 49 in the face-to-face programme. The results showed that the intervention group performed significantly better than the control group in MA and intrinsic motivation. No differences were found for word reading, reading comprehension or affective engagement. The qualitative analyses of the interview responses revealed in detail the students’ perceptions of gamified learning. The findings provide evidence for the beneficial effects of gamified learning experiences in terms of cognitive and motivational outcomes in comparison to face-to-face instruction.
Study 3 moved beyond the simple comparison of gamification and non-gamification approach and examined the impact of different ways of implementing gamification on students’ engagement and learning. Study 3 aimed to examine the effects of competitive, cooperative and collaborative types of gamification on student learning engagement and performance. The quantitative results indicated students in the competitive condition significantly outperformed their peers in the cooperative condition on MA, word reading and reading comprehension. They also had higher gains in MA than students in the collaborative condition, although these two groups showed similar improvement in far-transfer measures (i.e., word reading and reading comprehension). Concerning engagement, qualitative data collected from student interviews suggested gamification contributed to their behavioural, emotional and cognitive engagement. The qualitative data also reflected the possible reasons for the quantitative results.
Taken together, the three studies showed the benefits of incorporating gamification in language learning settings as well as in what contexts gamification showed better results.published_or_final_versionEducationDoctoralDoctor of Philosoph
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