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Today, students are becoming more demanding towards their learning experience. With the emergence of sophisticated information and communication technologies (ICTs), they are more than ever distracted and quickly bored when their needs are not fulfilled. Moreover, learners are impatient with typical and traditional styles. They are aspiring for innovative and new learning methods that optimize their experience. At the same time, teachers and instructors are actively aiming for approaches that engage students as they are more aware of their motivational needs. However, lecturers face severe challenges in engaging and motivating students, especially in online environments. 
Hence, gamification evolves as an innovative approach that uses game principles to increase users’ engagement and motivation. Through game elements, gamification introduces fun, feedback, and challenge elements. In an educational setting, this method aims to promote interest, engagement, and motivation of students towards learning activities. Therefore, this master thesis attempts to explore how gamification enhances the students’ learning experience from an empirical perspective. Through an experiment in a higher education context that uses a blended learning approach, 38 students participated in a gamified course at the University of Liège using the learning management system (LMS). We introduced game-elements such as levels and missions, badges, progress visualization, and character in the online environment to investigate their potential effect on students’.
The findings of the qualitative and quantitative research suggest that the game elements positively affect the students’ motivation and engagement. They improve the interactions between students, with the instructor, as well as with the learning management system. Moreover, gamification is perceived as an engaging, interactive, and a modern approach that fosters motivation. However, the study points out that gamification could be a discriminatory approach and highlights the need to consider contextual elements when designing a gamified experience.

Gamification --- Game elements --- Learning experience --- Student engagement --- Student motivation --- Learning management systems (LMSs) --- Sciences sociales & comportementales, psychologie > Education & enseignement

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Does the Nordic model of education still stand by its original principles and safeguard education for all? This Open Access volume is a carefully crafted collection of chapters that investigate the different aspects of equity, equality and diversity across the education systems in the Nordic countries. Based on data from various national and international large-scale assessments, the volume provides a better understanding of both the functions and foundations of the Nordic model, along with how the concepts mentioned above are enacted in practice. Across the chapters, data from different national and international large-scale assessment studies are used for cross- and single-country analyses on a variety of issues related to equity, equality and inequality in diverse educational settings. The investigations address different subject domains (i.e., mathematics, science, reading), age and grade groups, but also issues related to teachers and the schools themselves. In addition to these empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model of education.

International education . --- Comparative education. --- Assessment. --- Learning. --- Instruction. --- Educational psychology. --- Education—Psychology. --- Social structure. --- Social inequality. --- International and Comparative Education. --- Assessment, Testing and Evaluation. --- Learning & Instruction. --- Educational Psychology. --- Social Structure, Social Inequality. --- Egalitarianism --- Inequality --- Social equality --- Social inequality --- Political science --- Sociology --- Democracy --- Liberty --- Organization, Social --- Social organization --- Anthropology --- Social institutions --- Education --- Psychology --- Learning process --- Comprehension --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History --- International and Comparative Education --- Assessment, Testing and Evaluation --- Learning & Instruction --- Educational Psychology --- Social Structure, Social Inequality --- Social Structure --- Equity Equality Diversity --- Nordic education model --- International large-scale assessment --- PISA --- TIMSS --- PIRLS --- TALIS --- ICILS --- Mathematics achievement --- Science achievement --- Reading achievement --- Teacher competence --- Teacher satisfaction --- Instructional quality --- Student outcomes --- Student motivation and beliefs --- Immigrant students --- SES and gender in education --- Quantitative methods --- Open Access --- Education: examinations & assessment --- Teaching skills & techniques --- Cognition & cognitive psychology --- Social & ethical issues --- Equality.