 Students are often willing to use

 Students are often willing to use their own devices to aid their studies, for reasons including
the mobility mobile devices offer, the flexibility to exploit learning spaces outside of lecture
theatres and classrooms, and the convenience of limiting the number of platforms they need
to use (Chen & Denoyelles, 2013; Grussendorf, 2013).
 BYOD and Cloud Computing could allow the continuation of classes through disruptions such
as bad weather
 More efficient use of classrooms, by allowing collaborative work through Virtual Learning
Environments (VLEs) and forums (Lennon, 2012)
Considerations
 Educational materials are cross-compatible and accessible with both learners’ devices and
learning needs.
 Institutions wishing to promote the idea of students and staff bringing their own devices will
need to consider providing appropriate learning spaces which cater for student and staff
needs, including easily accessible plug-points to charge their devices, software licenses for
device-friendly specialist software, appropriate internet connectivity and security, both in
terms of software and physical security.
 BYOD does not mean the end of providing equipment to students. Institutions will still have
to provide devices for students without the means to provide their own.
Gamification
Benefits
 Computer games can be considered to be complex learning environments requiring
instructional support in cognitive activities, such as decision-making (Wouters & van
Oostendorp, 2013). Pivec, (2007) argues that games-based learning could support a
constructivist pedagogy, whilst by allowing students to collaborate, interact in virtual
environments (in multiplayer games), manage problems and learn through virtual
experiences.
o Knight et al., (2010) found that such games offered the potential to enhance
learning and performance when compared to traditional educational methods.
Considerations for implementation
 Previous studies have shown variable results regarding the transferability of the skills
learned through games (Tobias, Fletcher, & Wind, 2014). Tobias et al., (2014) argue that
games which simulate the cognitive and motor skills required in real-world situations are
more likely to lead to successful learning outcomes than more abstract games.
 Designing games that are accessible to all students, are engaging and lead to positive learner
outcomes requires expertise which are often beyond those of the academics interested in
using game-based learning, and would probably require external expertise to produce,
leading to cost issues (Epper, Derryberry, & Jackson, 2012).