Active learning intention. Keywords—Social Network game, game-based Learning 1.

Active
Learning through Social Media : A Survey

 

 

 

Abstract— This survey is based on how to make utilize the social media into a
Game-based learning and with the help of various applications instead of
affecting students by using social media discussed related based on the active
learning, with the main purpose of triggering learners’ motives instead of
instructing the courses. Thus, increasing learning motive by game-based learning
becomes a typical tutorial strategy to boost learning actions. However, it’s challenging
to design fascinating games combined with courses. However, in the past
game-based learning, students were gathered in regular places for several times
of game-based learning. Students learning was restricted by time and area.
Therefore, for students’ game-based learning at any time and in any places,
based on theories of design elements of online community game with the help of
social media. Questionnaire survey is conducted to seek out if the design of
non-single user game is attractive for students to participate in game-based
learning. In order to make sure that the questionnaires can be the criteria to
analyse students intention to play games, by statistical program of social
science; this study validates reliability and validity of items of
questionnaire to effectively control the effect of online community games on
students learning intention.

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Keywords—Social Network game, game-based Learning

 

1.    Introduction

 

Game-based learning has been proven to be a kind of learning method that
allows students to organize knowledge through the game content in the game
process and in turn elevate learning motivation 1.

 

 

 

Compared to traditional education in which students
passively receive knowledge. Game -based learning allows students to actively
participate in game activities 2, which not only strengthens but also
maintains student learning motivation, making them willing to spend time on
learning 3. However, in view of the fact that it is not easy to design a
system that combines game elements and course content, Echeverria proposed the
design method for course knowledge systems, combining game elements and course
knowledge. The fictional story of the story or the interaction with fictional
characters corresponds to suitable course content, in turn combining the course
and the game 4. However, since traditional game-based learning tends to cause
temporal and spatial constraints for students, in order to break through these
constraints, so that students can conduct gamebased learning at any time and
place, this study uses Aki Järvinen’s theory of social network game design
elements as the basis to create the game in Facebook 5. Other than using the
2006 feature of Facebook that permits third party development of apps, at the
same time the development of social network games is relatively simpler than
traditional video games, as well as faster and cheaper. Facebook provides a
platform for students to learn as they socialize, and this is used to explore
the activity process of students in social network games, further using
questionnaires to explore whether the design of social network games can
attract students to conduct game-based learning. In order to understand the
gaming intentions of students, this study also uses SPSS to conduct reliability
and validity testing on questionnaire questions, in hopes of

understanding how social network games
affect the learning

        2.   Methodology Used

 

 

 

COMPUTER

LEARNING

 

 

ONLINE

LEARNING

 

 

E-

LEARNING

 

 

 

 

DISTANCE

LEARNING

 

 

 

 

 

Fig 1. Different ideas to utilize social networks

 

2.1 Social Media Usage Agreement
Social Media Terms and Conditions

•   
Students are expected to act
safely by keeping personal information out of their posts.

 

•    
Students agree to not use their
family name, password, school name and location, or the other data that would
change somebody to find and get in touch with them.

 

•   
Students are to use social media
as an academic resource only and therefore behave as in the classroom.

 

•  Students shouldn’t reply to comments that make them uncomfortable.
Instead, they ought to report these comments to the trainer immediately.

3.     
Research
Study- A survey

 

3.1.       
Abstract-Social LearningNetwork (SLN)

 

In this paper, Abstract-Social Learning Network
(SLN) type of social network

 

implemented among students, instructors, and
modules of learning. It consists of the dynamics of learning behaviour over a
variety of graphs representing the relationships among the individuals and
processes involved in learning. Recent innovations in online education, together
with open online courses at numerous scales, in flipped classroom instruction,
and in professional and corporate training have conferred attention
grabbing questions about SLN. Collecting, analyzing, and leveraging data about SLN causes potential answers to these queries, with
facilitate from a convergence of modelling languages and style ways, like social network theory,
science of learning, and education information technology. This survey article
overviews a number of these topics, together with prediction, recommendation,
and personalization, in this emergent research area.

 

3.2. MOOC

 

Advanced educational technologies are developing
rapidly and online MOOC courses have become more prevalent, creating an
enthusiasm for the

 

seemingly limitless datadriven potentialities to have an effect on advances in learning and enhance the learning
experience. For these potentialities to
unfold, the experience and collaboration of the many specialists are necessary
to improve data collection, to foster the development of better predictive
models, and to assure models are interpretable and actionable. The massive
knowledge

 

collected from MOOCs must be larger, not in its
height (number of students) however in its width—more meta-data and data on
learners’ cognitive and self-regulatory states must be collected additionally to
correctness and completion rates. This more detailed articulation will help
open up the black box approach to machine learning models where prediction is
the primary goal. Instead,

 

a   
data-driven learner model
approach uses fine grain data that is conceived and developed from cognitive
principles to make explanatory models with practical implications to boost student learning. Using
data-driven models to develop and improve educational materials is fundamentally
different from the instructor-centered model. In data-driven modeling, course
development and improvement is predicted on data-driven analysis of student
difficulties and of the target experience the course is supposed produce; it’s not supposed instructor self-reflection as found in purely instructor-centred
models. To be sure, instructors will and may contribute to interpreting data
and making course redesign decisions, however ought to ideally do so with
support of cognitive psychology expertise. Course improvement in data-driven
modelling is additionally supported course-embedded in

vivo experiments(multiple

 

instructional designs randomly assigned to students
in natural course listening to an instructor’s delivery of information, but is
primarily regarding students’ learning . By example, by doing and by
explaining. In addition to avoiding the pitfall of developing interactive
activities that don’t offer enough helpful information to reveal student thinking,
MOOC developers and information

miners should avoid potential pitfalls within the
analysis and use of data.

 

3.3. NPTEL

 

The basic objective of science and engineering
education in India is to plan and guide reforms that may remodel India into a
strong and vibrant knowledge economy. In this context, the focus areas for
NPTEL project are i) higher education,

 

ii)  
professional education, iii)
distance education and iv) continuous and open learning, roughly in this order
of preference. Work force demand for trained engineers and technologists is way
over the amount of qualified graduates that Indian technical institutions will
offer presently. Among these, the number of institutions having fully qualified
and trained lecturers altogether disciplines being tutored forms a small fraction.
A majority of lecturers are young and inexperienced and are undergraduate
degree holders. Therefore, it is important for institutions like IITs, IISc,
NITs and other leading Universities in India to disseminate teaching/learning
content of high quality through all available media. NPTEL would be among the
foremost and a crucial step during this direction and can use technology for
dissemination. India needs many more teachers for effective implementation of
higher education in professional courses. Therefore, strategies for coaching young
and inexperienced lecturers to enable them carry out their academic
responsibilities effectively are a must. NPTEL contents are often used as core
curriculum content for training purposes. A large range of students who are
unable to attend scholarly institutions through NPTEL will have access to
quality content from them. All

 

those who are gainfully employed in industries and
all other walks of life and who need continuous training and updating their
knowledge can benefit from well-developed and peer-reviewed course contents by
the IITs and IISc.

 

3.4. Flipped Digital Classrooms

 

Flipped classroom is an instructional strategy and
a type of blended learning that reverses the traditional learning environment
by delivering instructional content, often online, outside of the classroom. It
moves activities, together with people who might have

 

traditionally been thought-about homework, into the
classroom. In a flipped classroom, students watch online lectures, collaborate
in online discussions, or  perform analysis and have interactions in ideas within the classroom with the guidance of a mentor.

 

In the traditional model of classroom instruction,
the teacher is often the central focus of a lesson and the primary disseminator
of information during the class period. The teacher responds to queries whereas students defer directly to the
teacher for guidance and feedback. In a classroom with a traditional style of
instruction, individual lessons may be focused on an explanation of content utilizing
a lecture-style. Student engagement within the traditional model is also
restricted to activities in which students
work independently or in small groups on an application task designed by the
teacher. Class discussions are typically focused on the teacher, who controls the flow of the conversation.1 Generally,
this pattern of teaching also involves giving students the task of reading from
a textbook or practicing a

concept by functioning on a problem set, for
example, outside school.2

 

The flipped classroom intentionally shifts instruction to a
learner-centered model in which class time explores topics in greater depth and
creates purposeful learning opportunities, whereas educational technologies
like online videos are used to ‘deliver content’ outside of the classroom. In a
flipped classroom, ‘content delivery’ might take a variety of forms. Often,
video lessons prepared by the teacher or third parties are used to deliver
content,

 

although online collaborative discussions, digital
research, and text readings may be used.345

 

Flipped classrooms also redefine in-class
activities. In-class lessons accompanying flipped classroom may include
activity learning or more traditional homework problems, among other practices,
to engage students in the content. Class activities vary but may include: using
math manipulatives

 

and emerging mathematical technologies, in-depth laboratory

 

experiments, original document analysis, debate or
speech presentation, current event discussions, peer reviewing, project-based
learning, and

 

skill development or concept practice67 Because
these types of active learning allow for highly differentiated instruction,8
more time can be spent in class on higher-order thinking skills such as
problem-finding, collaboration, design and problem solving as students tackle
difficult problems, work in groups, research, and construct knowledge with the
help of their teacher and peers.9 Flipped classrooms have been implemented in
both schools and colleges and been

 

found to have varying differences in the method of implementation.10

 

3.5. Learning Management System

 

An LMS delivers and manages instructional
content, and generally handles student registration, online course
administration, and tracking, and assessment of student work.2 Some LMSs help
identify progress towards learning or training goals.3 Most LMSs are
web-based, to facilitate access. LMSs are often used by regulated industries
(e.g. financial services and biopharma) for compliance training. Some LMS providers
include “performance management systems”, which encompass employee
appraisals, competency management, skills-gap analysis, succession planning,
and multi-rater assessments (i.e., 360 degree reviews). Some systems support
competency-based learning. Though there are a wide variety of terms for digital
aids or platforms for education, such as course management systems, virtual or
managed learning platforms or systems, or computer-based learning environment,
the term learning management system has become the ubiquitous term for products
that help administer or deliver part or all of a course.

 

4.   Conclusion

 

Thus the social network has created a meth,
psychologically around the mindset of students, as emotionally by collaboration
and communication because of the growth and popularity. Our country has two set
of students, one side the well educated students and the other side uneducated
students. Despite the importance of education, the students’ emotions are
relatively little

theory-driven        empirical          research

available to address this new
type of

 

communication and interaction phenomena. In this
paper, we explored the factors that drive students to differentiate the
educated and

 

uneducated student’s mindset. Specifically, we conceptualized the use of
social networks as intentional social action and we examined the relative
impact of social influence, social presence, and the five key values from the
uses and gratification paradigm on We-Intention to use online social networks.
An empirical study of students mindset (n = 182) revealed that our intension is
to utilize social networks strongly that is determined by social presence.
Among the five values, social related factors had the most significant impact
on the intention to use. Implications for research and practice are discussed

 

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