Application of Gamification Tools for Identification of Neurocognitive and Social Function in Distance Learning Education

Application of Gamification Tools for Identification of Neurocognitive and Social Function in Distance Learning Education

Application of Gamification Tools for Identification of Neurocognitive and Social Function in Distance Learning Education

By Hera Antonopoulou, Constantinos Halkiopoulos, Evgenia Gkintoni, and Athanasios Katsibelis

Abstract

“The present study investigates the role of synchronous and asynchronous education techniques in the context of digital and game-based learning materials through a collaborative study, conducted during the Covid-19 pandemic (October 2020 – June 2021), in an online e-learning environment. The study involved 35 last-year elementary school children, in Western Greece, with learning and behavioral issues. The children were given games with both practical and academic modules throughout their online schooling. For example, a math game was played over WebEx using Kahoot; a game for European institutions was created using the learningapps.org software; and online games from the European Union's "Learning Corner" as well as the game "Defeat the Virus" were used for the Social and Political Education topic. The findings are based on data collected through synchronous and asynchronous e-learning frameworks (WebEx, e-Class), and were linked to both cognitive learning aspects and school children active participation in online education using a standardized psychometric scale called "Psychosocial Adaptation of Primary School Children." The findings suggest that gamification might be a beneficial tool for improving children' cognitive performance in elementary school and generating a meaningful learning experience. The educational intervention aided young people in the development ofassertiveness/leadership skills; interpersonal communication skills; social competence; and self-perception. The benefits of the online educational process include the enhancement of students' neurocognitive processes, particularly their executive functions, as well as their social competencies and interpersonal relationships.”

Reference

Antonopoulou, H., Halkiopoulos, C., Gkintoni, E., &; Katsimpelis, A. (2022). Application of gamification tools for identification of neurocognitive and social function in distance learning education. International Journal of Learning, Teaching and Educational Research, 21(5), 367-400. doi:10.26803/ijlter.21.5.19 http://ijlter.org/index.php/ijlter/article/view/4441

Keyword

Gamification, neurocognitive parameters, social function, distance learning, school children, research