Developing an active-learning app to improve critical thinking: item selection and gamification effects

Critical thinking (CT) is widely recognized as an important skill and attitude in this modern world, but few apps (web-based or installed on devices) have been developed to effectively train it. There is also little research on what kind of content to put into such apps and in what order, if the con...

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Autores principales:	Kota Jodoi, Nobu Takenaka, Satoru Uchida, Shiina Nakagawa, Narahiko Inoue
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Critical thinking Mobile learning Gamification Cooperative/collaborative learning Improving classroom teaching 21st century skills Science (General) Q1-390 Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/5962284aee6b4eab93579e2bac180701
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id	oai:doaj.org-article:5962284aee6b4eab93579e2bac180701
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spelling	oai:doaj.org-article:5962284aee6b4eab93579e2bac1807012021-12-02T05:02:18ZDeveloping an active-learning app to improve critical thinking: item selection and gamification effects2405-844010.1016/j.heliyon.2021.e08256https://doaj.org/article/5962284aee6b4eab93579e2bac1807012021-11-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2405844021023598https://doaj.org/toc/2405-8440Critical thinking (CT) is widely recognized as an important skill and attitude in this modern world, but few apps (web-based or installed on devices) have been developed to effectively train it. There is also little research on what kind of content to put into such apps and in what order, if the content is a series of reasoning questions that are intended as CT exercises. Therefore, this research project, consisting of two studies, tries to demonstrate how exercise questions can be presented to learners to sustain their motivation to work on multiple-choice CT questions. In Study 1, question banks were drawn from popular workbooks for CT and verbal reasoning. The questions were ranked in terms of difficulty based on the participation of university students (N = 73).In Study 2, the questions were loaded onto two types of web-based apps: (1) one that sequentially gives multiple-choice questions with immediate feedback and (2) one with minimum gamification of group/individual competition. The experiment to examine the effect of the gamification was conducted (N = 114). Both groups with and without gamification showed improvements in the scores of the pre-/post-tests using comparable questions, but there was no clear effect of gamification. These findings show that an effective CT app can be developed using existing question banks but that the effect of gamification needs further research.Kota JodoiNobu TakenakaSatoru UchidaShiina NakagawaNarahiko InoueElsevierarticleCritical thinkingMobile learningGamificationCooperative/collaborative learningImproving classroom teaching21st century skillsScience (General)Q1-390Social sciences (General)H1-99ENHeliyon, Vol 7, Iss 11, Pp e08256- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Critical thinking Mobile learning Gamification Cooperative/collaborative learning Improving classroom teaching 21st century skills Science (General) Q1-390 Social sciences (General) H1-99
spellingShingle	Critical thinking Mobile learning Gamification Cooperative/collaborative learning Improving classroom teaching 21st century skills Science (General) Q1-390 Social sciences (General) H1-99 Kota Jodoi Nobu Takenaka Satoru Uchida Shiina Nakagawa Narahiko Inoue Developing an active-learning app to improve critical thinking: item selection and gamification effects
description	Critical thinking (CT) is widely recognized as an important skill and attitude in this modern world, but few apps (web-based or installed on devices) have been developed to effectively train it. There is also little research on what kind of content to put into such apps and in what order, if the content is a series of reasoning questions that are intended as CT exercises. Therefore, this research project, consisting of two studies, tries to demonstrate how exercise questions can be presented to learners to sustain their motivation to work on multiple-choice CT questions. In Study 1, question banks were drawn from popular workbooks for CT and verbal reasoning. The questions were ranked in terms of difficulty based on the participation of university students (N = 73).In Study 2, the questions were loaded onto two types of web-based apps: (1) one that sequentially gives multiple-choice questions with immediate feedback and (2) one with minimum gamification of group/individual competition. The experiment to examine the effect of the gamification was conducted (N = 114). Both groups with and without gamification showed improvements in the scores of the pre-/post-tests using comparable questions, but there was no clear effect of gamification. These findings show that an effective CT app can be developed using existing question banks but that the effect of gamification needs further research.
format	article
author	Kota Jodoi Nobu Takenaka Satoru Uchida Shiina Nakagawa Narahiko Inoue
author_facet	Kota Jodoi Nobu Takenaka Satoru Uchida Shiina Nakagawa Narahiko Inoue
author_sort	Kota Jodoi
title	Developing an active-learning app to improve critical thinking: item selection and gamification effects
title_short	Developing an active-learning app to improve critical thinking: item selection and gamification effects
title_full	Developing an active-learning app to improve critical thinking: item selection and gamification effects
title_fullStr	Developing an active-learning app to improve critical thinking: item selection and gamification effects
title_full_unstemmed	Developing an active-learning app to improve critical thinking: item selection and gamification effects
title_sort	developing an active-learning app to improve critical thinking: item selection and gamification effects
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/5962284aee6b4eab93579e2bac180701
work_keys_str_mv	AT kotajodoi developinganactivelearningapptoimprovecriticalthinkingitemselectionandgamificationeffects AT nobutakenaka developinganactivelearningapptoimprovecriticalthinkingitemselectionandgamificationeffects AT satoruuchida developinganactivelearningapptoimprovecriticalthinkingitemselectionandgamificationeffects AT shiinanakagawa developinganactivelearningapptoimprovecriticalthinkingitemselectionandgamificationeffects AT narahikoinoue developinganactivelearningapptoimprovecriticalthinkingitemselectionandgamificationeffects
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Developing an active-learning app to improve critical thinking: item selection and gamification effects

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