Papers by Kayleen Wood
Advances in Game-Based Learning, 2019
Game-based learning environments (GBLEs) are appealing because of their potential as motivational... more Game-based learning environments (GBLEs) are appealing because of their potential as motivational learning tools, and to date, many different motivational constructs have been investigated. Within this literature, there has been particular emphasis paid to the construct of intrinsic motivation. However, wide variation in the operationalization of intrinsic motivation as well as the employment of numerous brief and unstandardized questionnaires in the assessment of intrinsic motivation has led to a lack of clarity across studies. The purpose of this paper is to examine how researchers have implemented and assessed intrinsic motivation in GBLEs. Agreeing upon definitional and measurement approaches for intrinsic motivation in GBLEs may be a crucial step in understanding the attraction of games and the effectiveness of instruction. The study of intrinsic motivation in GBLEs is an emerging endeavor and going forward we recommend a more focused and consistent operationalization of the construct across studies but broader consideration of its measurement.
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Assessment & Evaluation in Higher Education, 2016
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General rights Copyright and moral rights for the publications made accessible in the public port... more General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. For more information, or if you believe that this document breaches copyright, please contact the Bond University research repository coordinator.
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General rights Copyright and moral rights for the publications made accessible in the public port... more General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. For more information, or if you believe that this document breaches copyright, please contact the Bond University research repository coordinator.
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Advances in Game-Based Learning, 2019
One of the most common challenges for game-based assessment (GBA) is the test of being pedagogica... more One of the most common challenges for game-based assessment (GBA) is the test of being pedagogically sound, that is the process of balancing game development, assessment, and the overall game experience. In an exploration of best practice and application of GBA in the classroom, it is first necessary to acknowledge where and what the classroom is now? It is the interface where students access and interact with the content. Also, what does GBA look like in this learner centred environment? It is assessment as learning, with the student as the connector between assessment and learning; they are active and engaged, and use formative classroom assessment to develop, practice, and analyse their own learning. This chapter shows the use of a gamified learning experience at the beginning of the learners’ higher education journey to embed and assess technical threshold concepts. The gamified learning experience employs game design of accounting and finance technical threshold concepts to imp...
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s and Author Biographies 17 Australian Learning and Teaching Council Citations 2010 23 Awarded Fo... more s and Author Biographies 17 Australian Learning and Teaching Council Citations 2010 23 Awarded For translating a command of the field of Business Negotiation into curricula, experiential teaching approaches, resources and services that motivate and inspire students to learn. Amy Kenworthy, Faculty of Business 25 For designing learning opportunities that engage and motivate medical students in clinically applied anatomy. Allan Stirling, Faculty of Health Sciences and Medicine 32 Nominated For the creation of imaginative industry-relevant curriculum, professionally and intellectually rich resources and engaging services to inspire and motivate future computer games industry professionals. Jeffrey Brand, Faculty of Humanities and Social Sciences 38 For sustained excellence in teaching statistics using spreadsheets, to students with diverse knowledge bases, and for the development of a real-data based learning project. Kuldeep Kumar, Faculty of Business 45 For developing open, motivatin...
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General rights Copyright and moral rights for the publications made accessible in the public port... more General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. For more information, or if you believe that this document breaches copyright, please contact the Bond University research repository coordinator.
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Accounting Education
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International Journal for Academic Development, 2011
This paper explores academic developer identity by applying self-concept theory and appreciative ... more This paper explores academic developer identity by applying self-concept theory and appreciative inquiry to the personal journeys of two academic developers. Self-attribution, social comparison and reflected appraisals are presented and applied to explain how academic developers form their identities. Sociological principles are incorporated to describe the recursive informing of academic development and developer identities. The presentation of implications positions academic developers as higher education leaders.
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Learning and Teaching by Kayleen Wood
Peer observation of teaching can provide valuable insights into effective educational practices. ... more Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers’ development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers’ observations with teachers’ developmental goals. Analysis of observers’ uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goal-oriented curricular and pedagogical development through peer observation.
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Papers by Kayleen Wood
Learning and Teaching by Kayleen Wood