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Journal articles on the topic 'Educational Gamification'
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Buckley, Jim, Tabea DeWille, Chris Exton, Geraldine Exton, and Liam Murray. "A Gamification–Motivation Design Framework for Educational Software Developers." Journal of Educational Technology Systems 47, no. 1 (June 20, 2018): 101–27. http://dx.doi.org/10.1177/0047239518783153.
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Gamification is the use of game design elements in nongame contexts and has been shown to be effective in motivating behavior change. By seeing game elements as “motivational affordances,” and formalizing the relationship between these elements and motivational affordances, it is the position of this article that gamification can be effectively applied to improve software systems across many different application domains. The research reported here aims to formalize the relationship between game elements and motivation, toward making gamification’s use more systematic. The focus is on the development of a framework linking commonly occurring game elements with the components of a psychological motivational model known as the self-determination theory, coupled with a proposed framework of commonly occurring game elements. The goal is to inform system designers who would like to leverage gamification of the game elements they would need to employ as motivational affordances.
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Piasecki, Stefan. "Gamification in Educational Contexts." International Journal of Advanced Pervasive and Ubiquitous Computing 11, no. 2 (April 2019): 41–67. http://dx.doi.org/10.4018/ijapuc.2019040104.
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Gamification as a tool or procedure to add entertaining and motivating elements to usually non-entertaining environments such as schools or workplaces is becoming more and more popular. E-learning platforms like Moodle provide tools and sets of functions to add elements of gamification. An important factor, especially for education, is technology: individual achievements and progress can be recorded, measured, tracked and visualized and, therefore, identified and honored through bonus points, awards or rankings. This is where gamification can add some challenge and excitement to learning.
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Et al., Bilqis Firyal Nabilah. "“ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5139–52. http://dx.doi.org/10.17762/pae.v58i1.1735.
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This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.
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Belkin, Ph A. "Gamification in education." Современная зарубежная психология 5, no. 3 (2016): 28–34. http://dx.doi.org/10.17759/jmfp.2016050302.
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This article surveys the main directions of gamification of education. Using a typology of formation of educational space in relation to the virtual space when creating educational computer games (Whitton N. 2009), it shows the degree of involvement of educational computer and video games in education of modern children in Sweden, Finland, Australia, USA and many other countries. It marks a re-orientation of this type of games from the needs of an adult in connection to a child, in direction of the child's needs. It shows that the questions of development of effective, environmentally friendly and at the same time securely motivated educational computer and video games, as well as the question of their impact on child's development in long perspective remains open. In addition, the article states that psychological research of educational tools’ gamification is aimed primarily at addressing the problem of dyslexia, leaving unstudied such specific problems of children as dyscalculia, or the effect of education when mediated by virtual space
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Khaitova, Nazokat Fayzullayevna. "History of Gamification and Its Role in the Educational Process." International Journal of Multicultural and Multireligious Understanding 8, no. 5 (May 1, 2021): 212. http://dx.doi.org/10.18415/ijmmu.v8i5.2640.
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This article tells about the history of gamification of education, its current state and the practice of introducing game elements into education in different countries of the world. The experience of scientists from the USA, Sweden, Russia and Canada on the use of gamification in the lesson is analyzed. It also discusses the issues of gamification of education, the results of this process and its use as an educational innovation, describes the versatile potential of gamification, as well as programs and platforms that use partially or fully the elements of gamification in the process of creating educational resources.
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Raitskaya, Lilia, and Elena Tikhonova. "Gamification as a Field Landmark in Educational Research." Journal of Language and Education 5, no. 3 (September 30, 2019): 4–10. http://dx.doi.org/10.17323/jle.2019.10688.
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In their editorial review, the JLE editors consider the concept of gamification, its spread in higher education research, and relevance at present. The authors analyse the current Scopus statistics to prove the prominence of the theme for researchers. The JLE scope can be further enriched via more studies on gamification in higher education and games in learning at large. The editorial may prompt the potential authors to proceed with more profound research in gamification learning techniques applicable to education.
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Fazylzianova, G. I., T. Yu Sokolova, and V. V. Balalov. "Gamification Trends in Educational Communications in a Digital Society." Ekonomicheskie i sotsial’no-gumanitarnye issledovaniya, no. 1(29) (2021): 105–10. http://dx.doi.org/10.24151/2409-1073-2021-1-105-110.
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The role and degree of influence of the concept of gamification on the transformation of the content and forms of educational communications within the digital society is shown. approach to solving modern educational goals and objectives, building educational communication strategies in the process of continuous development of new ideas and ways of their implementation. Examples of gamification in digital and non-digital forms of education are given. The potential of game mechanics and gamification tools in hybrid forms of education is considered. An example of the mobile application «Kahoot!» - a service for creating and organizing interactive texts, quizzes and polls, created in the framework of gamification.
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Fijačko, Nino, Lucija Gosak, Nika Debeljak, Pavel Skok, Gregor Štiglic, and Leona Cilar. "Gamification in nursing." Obzornik zdravstvene nege 54, no. 2 (June 23, 2020): 133–52. http://dx.doi.org/10.14528/snr.2020.54.2.2991.
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Introduction: With new generations of students entering the educational system and calling for novel adult learning approaches, such as gamification, traditional didactics seem to be diminishing in importance. The aim of this paper is to introduce gamification as a novel concept in adult learning and to present its impact on nursing education.Methods: Through a combination of 2dSearch, Publish or Perish and PubMed2XL applications and the set criteria, we used the Google Scholar and Medline / PubMed search engines to compile, analyse, and synthesise studies related to gamification in correlation with the educational process in the field of nursing. To assess the level of methodological quality of research, we used the Mixed Methods Appraisal Tool (MMAT).Results: The final analysis included nine studies related to gamification in nursing course units. Most often, game elements in the form of badges and feedback were included. Most research studies reported a positive impact of gamification on nursing students in the form of increased motivation and engagement, with only one survey reporting a negative impact in the form of inappropriateness and inefficiency. The evaluation of the included studies according to the MMAT tool showed a medium level of methodological quality. Discussion and conclusion: Gamification is a relatively new concept in nursing education and represents the potential for a more advanced way of conveying information. In the future, research should be carried out to clarify the concept of gamification and examine the possibilities of its implementation in the educational environment in Slovenia.
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Karmova, M. R. "“Gamification” or Why Modern Education Needs Games on the Example of Students of Sociology and Political Sciences." Humanities and Social Sciences. Bulletin of the Financial University 10, no. 1 (November 3, 2020): 46–50. http://dx.doi.org/10.26794/2226-7867-2020-10-1-46-50.
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Modern educational institutions face serious problems related to the motivation and involvement of students. Gamification or inclusion of game elements in non-game settings allows educational institutions to solve these complex problems. However, if gamification should be useful fo r higher education, we must analyse in more details what gamification is, how it functions and why it can be helpful. This article addresses three key questions, what, how, and why bother, in the study of both potential benefits and pitfalls of gamification.
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Manzano-León, Ana, Pablo Camacho-Lazarraga, Miguel A. Guerrero, Laura Guerrero-Puerta, José M. Aguilar-Parra, Rubén Trigueros, and Antonio Alias. "Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education." Sustainability 13, no. 4 (February 19, 2021): 2247. http://dx.doi.org/10.3390/su13042247.
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Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.
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Karmanova, E. V., and V. A. Shelemetyeva. "Hard and light gamification in education: Which one to choose?" Informatics and education 1, no. 1 (March 10, 2020): 20–27. http://dx.doi.org/10.32517/0234-0453-2020-35-1-20-27.
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The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.
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Abdeen, Fahad H., and Waheeb Albiladi. "Gamification and Technology-Based Learning: Uncovering the Potential of Using Games in Language Teaching and Learning." Journal of Studies in Education 11, no. 2 (April 29, 2021): 62. http://dx.doi.org/10.5296/jse.v11i2.18339.
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The use of games in education has received much attention from educators who perceive games as a motivational tool that can enhance their teaching and learning practice. Gamification in education is a relatively new field that promotes the use of games for educational purposes. Gamification or game-bases teaching is a growing trend among educational institutions, which use it to promote training, develop problem-solving skills in learners, and enhance the learning experience. The present paper aims to revisit the literature on the use of gamification in educational settings. Specifically, the paper discusses the use of gamification for teaching and learning English in the ESL/EFL context. Games have been used effectively with language learners to develop their skills in speaking, listening, writing, reading, and grammar.
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Chung, Chih-Hung, Chunyi Shen, and Yu-Zhen Qiu. "Students' Acceptance of Gamification in Higher Education." International Journal of Game-Based Learning 9, no. 2 (April 2019): 1–19. http://dx.doi.org/10.4018/ijgbl.2019040101.
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Gamification provides a practical approach to improving learning processes, especially the learner's motivation. However, little research has been conducted on student intentions to use gamification in higher education. Therefore, this study explored the gamification in higher educational courses by collecting surveys and discusses the factors influencing the acceptance of gamification in higher education. Based on the PLS-SEM results, students should take initial game-based learning content to be more familiar with gamification; furthermore, they could have a positive experience so that they would increase their intention. Performance expectancy is the most important factors influencing a student to accept gamification. Other factors, such as effort expectancy, social influence, facilitating conditions, involvement, skill, and control, are also important factors. With the results of this study, the instructor designer could have substantial help in planning the course content and enhance its efficiency and effectiveness.
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Aini, Qurotul, Ninda Lutfiani, and Muhammad Suzaki Zahran. "Gamification Based On Blockchain Technology To Enhance Student Centered Learning." CCIT Journal 14, no. 1 (February 10, 2021): 100–110. http://dx.doi.org/10.33050/ccit.v14i1.1268.
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Gamification, the application of mechanical game techniques in non-game contexts, has become the primary choice underlies current education. Educational gamification can provide solutions to problems that arise due to traditional learning methods considered less under current human behavior. Blockchain has become a hot topic of discussion that is overgrowing in recent years. Blockchain comes from a world community and company that acts as infrastructure technology that develops in various fields, both industry and education. The main advantage of blockchain is that it is free from third parties so that the security, transparency, and integrity of the blockchain is quite high. At present, research on the blockchain that implemented in the field of educational gamification is still minimal in number. Our paper will identify and discuss the main problems related to education by implementing educational gamification applied to the Blockchain system. This paper proposes an initial gamification model as a foundation for the development of future applications and research.
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Goltsova, Tatiyana A., and Ekaterina A. Protsenko. "Use of gamification tools in foreign language training." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 81–89. http://dx.doi.org/10.20323/1813-145x-2021-1-118-81-89.
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The article is devoted to the problem of creating an effective model of gamification in teaching foreign languages. The article provides brief history of the issue; explains the reasons for rising popularity of gamification nowadays; describes the main principles and ways of its implementation; gives examples of educational games. The main principles and ways of practical application of gamification in teaching foreign languages in higher school have been considered in the article. This technology integrates in a whole a content, a game and pedagogical technologies in order to increase students’ motivation. Based on this conception the authors describe gamification as an innovative pedagogical technology which can be successfully applied to teaching students of different ages, at different stages of educational process and various forms of work. The article describes different variants of applying gamification in teaching foreign languages, from a simple computer game to a specialized web quest. The authors underline that a set of pedagogical conditions should be observed for a successful implementation of gamification; they suggest a model of its effective use in teaching foreign languages. The proposed model represents in a generalized manner a set of factors increasing the effectiveness of the educational process. It describes not only the key didactic principles but also some specific principles, means and forms of teaching foreign languages. Gamification in teaching foreign languages is considered by the authors primarily as a technology allowing to realize principles of active and interactive learning in the framework of a competence-based approach. The authors describe in detail the advantages of gamification as a rather flexible technology that can be adapted to particular educational aims and purposes, age peculiarities and professional interests of students.
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Nam, Hyeon Woo. "Design of AI-based gamification platform for effective educational service using child behavior prediction/change." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 286–92. http://dx.doi.org/10.17762/turcomat.v12i5.899.
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Due to the advancement of advanced technologies such as artificial intelligence, robots, autonomous vehicles, healthcare, virtual reality, augmented reality, etc. and the popularization of smartphones, it stimulates customer interest and leads voluntary participation in order to maximize interactive communication in all industries The gamification strategy incorporating games began to emerge. A representative field that generates results by easily introducing such a gamification strategy is the education industry that seeks to improve the educational effect by utilizing the elements of corporate marketing strategies and games such as challenge, competition, achievement, and reward. Recently, gamification research is being conducted to effectively apply AI and big data, the core technologies of the 4th industrial revolution in all industries. Gamification is actively forming markets in Europe and the US, and it can increase customer loyalty and productivity by applying various roles applied to games in other industries as well as serious games. The purpose of this study is to design and implement a gamification service platform based on artificial intelligence technology and operate the implemented system to expand the area where the gamification service applied to the existing marketing and consulting fields can be used. The designed gamification service platform can be applied to education services that increase learning efficiency by analyzing the predicted learning attitudes of trainees, and through successful research cases, it will be able to provide immersion effect to trainees and teaching method research to educators.
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Szeto, Mindy D., Daniel Strock, Jarett Anderson, Torunn E. Sivesind, Victoria M. Vorwald, Hope R. Rietcheck, Gil S. Weintraub, and Robert P. Dellavalle. "Gamification and Game-Based Strategies for Dermatology Education: Narrative Review." JMIR Dermatology 4, no. 2 (August 30, 2021): e30325. http://dx.doi.org/10.2196/30325.
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Background Game-based approaches, or gamification, are popular learning strategies in medical education for health care providers and patients alike. Gamification has taken the form of serious educational games and simulations to enable learners to rehearse skills and knowledge in a safe environment. Dermatology learners in particular may benefit from gamification methods, given the visual and procedural nature of the field. Objective This narrative review surveys current applications of gamification within general medical training, in the education of dermatology students, and in dermatology patient outreach. Methods A literature search was performed using PubMed, Google Scholar, and ResearchGate to access and review relevant medical education- and dermatology-related gamification studies published in peer-reviewed journals. Two independent researchers with education and experience in dermatology screened publications to select studies featuring a diversity of gamification approaches and study subjects for in-depth examination. Results A total of 6 general medical education–related and 7 dermatology-specific gamification studies were selected. Gamification generally increased motivation and engagement, improved reinforcement of learning objectives, and contributed to more enjoyable and positive educational experiences compared to traditional modes of instruction. Enhancing examination scores, building confidence, and developing stronger team dynamics were additional benefits for medical trainees. Despite the abundance of gamification studies in general medical education, comparatively few instances were specific to dermatology learning, although large organizations such as the American Academy of Dermatology have begun to implement these strategies nationally. Gamification may also a provide promising alternative means of diversifying patient education and outreach methods, especially for self-identification of malignant melanoma. Conclusions Serious games and simulations in general medical education have successfully increased learner motivation, enjoyment, and performance. In limited preliminary studies, gamified approaches to dermatology-specific medical education enhanced diagnostic accuracy and interest in the field. Game-based interventions in patient-focused educational pilot studies surrounding melanoma detection demonstrated similar efficacy and knowledge benefits. However, small study participant numbers and large variability in outcome measures may indicate decreased generalizability of findings regarding the current impact of gamification approaches, and further investigation in this area is warranted. Additionally, some relevant studies may have been omitted by the simplified literature search strategy of this narrative review. This could be expanded upon in a secondary systematic review of gamified educational platforms.
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Klock, Ana Carolina Tomé, Isabela Gasparini, and Marcelo Soares Pimenta. "User-Centered Gamification for E-Learning Systems: A Quantitative and Qualitative Analysis of its Application." Interacting with Computers 31, no. 5 (September 2019): 425–45. http://dx.doi.org/10.1093/iwc/iwz028.
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Abstract Gamification applies game elements in non-game contexts to improve users’ experience. One of the contexts that have mostly taken advantage of gamification is the educational one. However, the students’ experience is unique, since it varies according to their profile. Therefore, the individualities of each student must be considered to improve the students’ experience. This paper aims to explore the gamification properties and analyze the results of the user-centered application. For this, we proposed a framework focused on the user-centered gamification in the educational context, taking into account personal, functional, psychological, temporal, playful, implementable and evaluative properties. After applying the framework in the e-learning system, the controlled experiment with 139 students revealed an increase in students’ interaction, engagement and satisfaction. Thus, our main contributions are the improvement of the students’ experience with the user-centered gamification and the definition of a framework to assist in its application. RESEARCH HIGHLIGHTS This paper proposes a user-centered gamification framework for educational context It has been applied in an e-learning system and a controlled experiment was conducted A total of 139 students enrolled for an online course, and half of them used the gamified version Results indicate an increase in the students’ interaction, engagement and satisfaction
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Sanmugam, Mageswaran, Hasnah Mohamed, Norasykin Mohd Zaid, Zaleha Abdullah, Baharuddin Aris, and Salihuddin Md Suhadi. "Gamification's Role as a Learning and Assessment Tool in Education." International Journal of Knowledge-Based Organizations 6, no. 4 (October 2016): 28–38. http://dx.doi.org/10.4018/ijkbo.2016100103.
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Gamification is a new and upcoming trend that is predicted by many to further enhance the field of educational technology in the new millennium. The use of gamification has fared well in the corporate world and is gradually transcending into the educational arena. The usage of game elements such as points, badges and leader board can assist in keeping the students not only motivated but also engaged to the teaching and learning process in the school. As learning and assessment come hand in hand as a knowledge acquiring process in a classroom, therefore it should be identified whether or not gamification can be truly utilized in the form of a learning and assessment tool in the teaching and learning process. This paper will discuss about the repercussions of using gamification as a learning and assessment tool based on the review of several studies carried out in the field of gamification.
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R. Sarmiento, Beatriz, María Ángeles Hernández Prados, Noelia Carbonell Bernal, and María Cinta Aguaded Gómez. "Alfabetización del profesorado en gamificación mediada por las TIC. Estado del arte." Media Education 12, no. 1 (May 3, 2021): 53–65. http://dx.doi.org/10.36253/me-10262.
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Recognizing the need for teacher literacy, highly supported by educational research, this work aims to carry out a reflective exercise on the educational potential of gamification mediated by Information and Communication Technologies (ICT) and its inclusion in the educational curriculum, offering all those aspects that a teacher who wishes to start in the gamification of their subject should know. To do this, following the methodological parameters of the state of the art, the concepts related to the term, such as learning through games or gamification, among others, are reviewed, as well as the features and characteristics of this active methodology and the educational impact it has in students, considering the perspective of different authors and the results of various investigations. Finally, some ICT tools and psychopedagogical guidelines are exposed that facilitate the implementation of gamification in the classroom by teachers. Every literacy process implies reaching the teaching competence level that contributes to the experiential transfer of knowledge to the classroom. With this intention this article has been constructed, wishing that it was inspiring and that it promoted the teaching methodological change.
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Silva, Yuri Rafael De Oliveira, Armando Maciel Toda, and Luciana Pereira Xavier. "TEACHING BIOCHEMISTRY USING EDUCATIONAL GAMES AND GAMIFICATION STRATEGIES." Revista de Ensino de Bioquímica 14 (November 20, 2016): 7. http://dx.doi.org/10.16923/reb.v14i2.660.
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INTRODUCTION: Biotechnology is a new bachelor degree in UFPA, and has been stablished with excellency in the state of Pará. However, there is the need to promote comprehension and learning in Biochemistry, as well as interdisciplinarity, that is an essential part of biotechnology. OBJECTIVES: To increase learning and interdisciplinarity, educational games were used as tools. The students were instigated to develop educational games in different topics of energy metabolism. MATERIALS AND METHODS: The games were developed to be used in any teaching environment, since they were made with low-cost and accessible materials. This strategy was applied in three semesters in different Biochemistry classes, between 2012 and 2014. The best games in each class were used in following semesters. DISCUSSION AND RESULTS: Since the first semester, the failing rates dropped 15% compared to the previous semester, in which educational games were not used. An increase in learning (by observation) could be noticed, including comprehension of metabolic pathways and their conections. Twenty games were developed in three semesters, and four of them are still being improved and used in other classes. The participant students answered a questionnaire, in which 47% defined the games as “Relaxing and Instigating”, 33% said the games “Accomplished their didactic and educational role” and 54% said they would recommend the use of these games as a reviewing activity. At the moment, another approach is being used to teach Biochemistry – Gamification, which uses elements found in games, as conflict, cooperation, rules and fun, to improve students’ motivation and engagement. CONCLUSION: As a partial result, there was greater in-class interest and engagement, better comprehension of the course content and the activities gave the students the opportunity to work in groups, to think critically about the themes and to develop opinions based on interdisciplinar and formal knowledge.
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Codish, D., and G. Ravid. "Detecting playfulness in educational gamification through behavior patterns." IBM Journal of Research and Development 59, no. 6 (November 2015): 6:1–6:14. http://dx.doi.org/10.1147/jrd.2015.2459651.
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Skok, Katarzyna. "Gamification in education – practical solutions for educational courses." Polish Journal of Applied Psychology 14, no. 3 (September 1, 2016): 73–92. http://dx.doi.org/10.1515/pjap-2015-0063.
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Abstract Gamification can be defined as the use of game design elements in non-game contexts. The aim of this article is to present practical solutions for a gamified educational course. The solutions are based on mechanisms used in online games and on the results of empirical research on motivation. The first part of the article analyzes theories of intrinsic and extrinsic motivation. The second part discusses the motivational aspects of one of the most popular games (World of Warcraft). The final part presents a detailed sample project for a gamified educational course. It proposes that – among classical solutions – a monetary schedule of reinforcement as well as a number of features based on the natural needs to cooperate and compete be included.
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Szegletes, Luca, Mate Koles, and Bertalan Forstner. "Socio-cognitive gamification: general framework for educational games." Journal on Multimodal User Interfaces 9, no. 4 (July 14, 2015): 395–401. http://dx.doi.org/10.1007/s12193-015-0183-6.
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Kepceoglu, Ibrahim. "What do prospective teachers think about educational gamification?" Science Education International 30, no. 1 (March 1, 2019): 65–74. http://dx.doi.org/10.33828/sei.v30.i1.8.
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Knutas, Antti, Jouni Ikonen, Dario Maggiorini, Laura Ripamonti, and Jari Porras. "Creating Student Interaction Profiles for Adaptive Collaboration Gamification Design." International Journal of Human Capital and Information Technology Professionals 7, no. 3 (July 2016): 47–62. http://dx.doi.org/10.4018/ijhcitp.2016070104.
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Benefits of collaborative learning are established and gamification methods have been used to motivate students towards achieving course goals in educational settings. However, different users prefer different game elements and rewarding approaches and static gamification approaches can be inefficient. The authors present an evidence-based method and a case study where interaction analysis and k-means clustering are used to create gamification preference profiles. These profiles can be used to create adaptive gamification approaches for online learning or collaborative learning environments, improving on static gamification designs. Furthermore, the authors discuss possibilities for using our approach in collaborative online learning environments.
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Mui Lee, Houang, and Phung Anh Loo. "Gamification of Learning in Early Age Education." Journal La Edusci 2, no. 2 (July 29, 2021): 44–50. http://dx.doi.org/10.37899/journallaedusci.v2i2.380.
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Gamification teaches children many new abilities at a young age. It also increases their emotional well-being and emotional intelligence. Gamification enables your kid to study in a distraction-free atmosphere in a familiar setting. Gamification helps foster a positive attitude toward learning by creating engaging, personalized, and amusing learning materials. The majority of educational learning applications include unique music that will aid language development. Gamification allows your kid to study and participate at their own speed, free of peer or teacher pressure
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Riaz, Anum, and Muhammad Taimoor Awais. "Gamification” of teaching science, technology, engineering and mathematics (STEM): Conceptual cartography." Advances in Social Sciences Research Journal 7, no. 12 (January 10, 2021): 641–57. http://dx.doi.org/10.14738/assrj.712.9585.
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Conceptual mapping was to study the term gamification in science, technology, engineering, and mathematics (STEM) learning. In total, 287 texts were obtained, of which 39 documents were selected for review. The axes of analysis were: notion, categorization, characterization, differentiation, division, linkage, methodology and exemplification. The result consisted of a systematization of the gamification concept and its methodological aspects for teaching STEM. The main findings will differentiation between gamification, serious educational games, and game-based learning. This will allow planning.
The purpose of this documentary research, carried out with the method of Conceptual Cartography, was to make a conceptual study of the term “gamification”, specifically in the learning of science, technology, engineering and mathematics (STEM). A total of 287 texts were obtained and finally 39 documents were selected for revision. Eight axes of analysis were applied: notion, categorization, characterization, differentiation, division, linkage, methodology and exemplification. The result was a systematization of the concept “gamification” and its methodological aspects for the teaching of STEM. The main finding was a differentiation between “gamification”, “educative serious games” and “game-based learning”. This would allow planning differentiated educational strategies according to specific teaching objectives.
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Azhari, Nurul Natasya, Rosliza Abdul Manaf, Shing Wei Ng, Siti Farhana Bajunid Shakeeb Arsalaan Bajunid, Abdul Rahman Mohd Gobil, Wan Zuhainis Saad, and Syafinaz Amin Nordin. "Gamification, a Successful Method to Foster Leptospirosis Knowledge among University Students: A Pilot Study." International Journal of Environmental Research and Public Health 16, no. 12 (June 14, 2019): 2108. http://dx.doi.org/10.3390/ijerph16122108.
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Leptospirosis is a zoonotic disease that has been reported in Malaysia and has been associated with a recent trend of recreational activities among the youth. Thus, efforts such as educational interventions among high-risk populations, especially the youth, are key to increasing public awareness regarding leptospirosis. This paper presents the findings of a pilot study wherein an educational intervention using a gamification intervention method was used to determine changes in leptospirosis knowledge among youth. On this note, students from a public university in Seremban district, Malaysia, were recruited and were asked to complete questionnaires before and after gamification activities. Baseline and immediate post-intervention data on leptospirosis knowledge were obtained. The total knowledge score was calculated, and differences in the mean pre- and post-intervention knowledge score were determined. Of the total 185 questionnaires that were completed at baseline and immediately post-intervention, only 168 that belonged to respondents who had heard of leptospirosis were analysed in this paper. A significant increase in leptospirosis knowledge was observed for the students following health education by gamification (p < 0.01). The results demonstrate the effectiveness of an educational intervention using gamification in improving leptospirosis knowledge among youth and suggest that gamification could become an efficient tool to prevent the disease within university-age demographics.
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Souto Reinheimer, Wendel, and Roseclea Duarte Medina. "Gamification in the Educational Context: A Systematic Mapping of Literature with a Focus on the Evaluation of Gamification." RENOTE 18, no. 2 (January 4, 2021): 398–407. http://dx.doi.org/10.22456/1679-1916.110261.
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Gamification has been a strategy widely used in the educational field to promote learning, engage and motivate students. Despite this, studies point to some issues related to the evaluation process in educational contexts. Thus, this work aims to identify the state of the art of evaluation in educational contexts. To this end, a systematic mapping of the literature was conducted. In total, 106 (one hundred and six) works were analyzed. As a result, a very heterogeneous scenario was found in the gamification evaluation process. Most authors carry out the evaluation of gamification in non-experimental studies; among the most used instruments are questionnaires. Regarding the observed metrics, most studies investigate metrics related to learning/performance, participation/interaction and metrics collected based on the opinion/perception of the participants.
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Kiselicki, Martin, and Saso Josimovski. "Implementation of Gamification in Heis in the Republic of Macedonia." Economic Analysis 51, no. 3-4 (December 27, 2018): 57–66. http://dx.doi.org/10.28934/ea.18.51.34.pp57-66.
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The focus of the paper is gamification, which has been researched typically through its’ implementation in the business sector. Our research follows the implementation of gamification in Higher Educational Institutions, since the same concepts and benefits that function in the workplace, should function with similar effect or yield even better results with students. The topic of gamification in education is a relatively novel one, with only a few papers addressing it in detail, especially on the Balkan region. The contribution of the paper is two-sided, i.e., through primary and secondary research, recommendations for optimal ways of implementing gamified systems in higher education is given, and according to the obtained data, present statistics and implications for implementing gamification in HEIs in the Republic of Macedonia. The core elements and mechanics of gamification are researched and adjusted in the context of education, as well as improving existing implementations of gamification in HEIs through the introduction of cycles of interest (rewards for encouraging a certain type of behavior of students) and cycles of progression (a stepwise increase in the weight of the activities).
The results of the primary research demonstrate that the concept of gamification offers great potential advantages for students and teaching staff, primarily by increasing the level of intrinsic motivation and the degree of completion of subjects. The paper uncovers the gamification mechanics and elements that would work best for HEIs in Macedonia, as well as outline the biggest motivational problems students have when navigating through the educational process. Through the primary research conducted, the first public available information on the introduction of gamification in higher education in the Republic of Macedonia is made available.
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Guzmán and López. "Teaching Scrum Using Gamification." Proceedings 31, no. 1 (November 18, 2019): 7. http://dx.doi.org/10.3390/proceedings2019031007.
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Teaching Scrum is a complex task in an academic setting. However, it is even more complex when it is taught in an industrial setting. This paper presents our experiences in the implementation of two different Scrum training workshop for workers. We have evaluated and improved these workshops over the past two years. More than 450 trainees with little or no background on Scrum receive the workshop. Furthermore, we present the implementation of three educational devices that automate activities in the context of this workshop. The automation aims to liberate some operative charge from the trainer to allow them to focus on the learning points and explanations of the activities rather than keeping track of the results of the participants.
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Vasylieva, Maryna, Inna Romanova, and Irina Sheplyakova. "GAMIFICATION IN TRAINING OF SOCIAL WORKERS." Educological discourse, no. 4 (2020): 97–114. http://dx.doi.org/10.28925/2312-5829.2020.4.7.
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The article analyzes the meaning of the concept of "gamification". It is determined that since 2011 the number of specialized conferences, books and research on the topic of gamification has increased, but its content is interpreted differently by scientists: both as a process and as a set of techniques or techniques. It is characterized that gamification in education is used in two meanings: in a broad sense - the game shell (attributes, techniques, elements) is used without the use of ICT; in the narrow - gamification is based on the use of ICT (video games, specialized programs, etc.). The purpose of using gamification at higher education institutions in experimental research is clarified. The main components of gamification are identified. It has been found that scientists warn against mechanistic using of marketing methods in education. Experiences of using gamification in the training of social workers (Concordia University (Portland, USA) and the Center for Applied Social Research RTIM (Australia)) are analyzed. The most common practices are identified: online courses (MOOK) in the social field, trainings, gamification support platforms; 3D virtual environment. It has been found that gamification has not yet become widespread in the training of social workers. It is determined that the results of empirical studies of the effectiveness of gamification for the quality of training of social workers are different and reveal complications of technical, psychological and pedagogical nature. The factors that limit the introduction of gamification in the educational process are described. The possibilities of using gamification in the training of social workers in higher education institutions are generalized. It is determined that the choice of types and methods of implementation of game elements should be determined by the teacher depending on the general objectives of the discipline, ensuring the implementation of the educational program, and comply with the Standard for training a specialist in the social field. Increasing demand for distance learning services will expand the search for ways to use gamification in the training of social workers. It is planned to develop a general game scenario for a discipline in the LMS Moodle environment for distance learning of future social workers.
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Liu, Feng-Jung, and Chia-Mei Lu. "Design and Implementation of A Collaborative Educational Gamification Authoring System." International Journal of Emerging Technologies in Learning (iJET) 16, no. 17 (September 6, 2021): 277. http://dx.doi.org/10.3991/ijet.v16i17.24087.
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Gamification has been widely applied on modern education. Most of them are applied to stimulate learning motivation and improve learning efficiency for stu-dents. A successful game-based learning content development depends on both an adaptive educational activity planning and a high-quality game design. In edu-cational activity planning, the 5E learning cycle model presents a framework for constructive learning theories and is effectively used in education sciences. Thus, in this study, a proposed collaborative educational gamification authoring system, CeGAS, is recommended to teachers to realize their game-based learning/teaching planning activities based on the 5E learning cycle strategy. Using the CeGAS, rich experienced teachers could easily plan and conduct their educational activities without considering the complexity and difficulty of game implementation. As each experienced teacher follows the steps of the 5E learning cycle in the pro-posed script editing system, including engagement, exploration, explanation, elaboration, and evaluation, an available and exclusive game-based learning con-tent with the 5E learning strategy will be developed. We are looking forward to achieving the goals of educational gamification with the educational game author-ing system.
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Para, Anna. "Możliwości wykorzystania grywalizacji w zdalnej edukacji." e-mentor 88, no. 1 (2021): 21–29. http://dx.doi.org/10.15219/em88.1499.
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The article deals with using game mechanisms (gamification) to increase students' motivation and involvement in remote educational activities. Distance learning has become the dominant form of learning at various levels of education during the Covid-19 pandemic. It is very likely that also in the future, remote courses will constitute a considerable part of the educational offer of universities as well as other educational institutions. Along with the popularization and mass implementation of distance learning, the role of educators and the importance of their digital competences increased. In a relatively short time, teachers and educators had to adapt the course content and materials to the needs and technical possibilities of distance learning. One of the greatest challenges was maintaining the participants' involvement and motivation in remote classes, supported by gamification. This article aims to explain the concept of gamification and discuss game mechanisms along with their possible applications in distance education. The author discusses the effectiveness of gamification in light of selected psychological theories in the context of distance learning and its technological conditions. The article provides examples of selected applications and platforms that may help gamify remote classes at the higher education level.
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Mamekova, Assem Tanirbergenovna, Nurgul Korgadjanovna Toxanbayeva, Khapiza Tanirbergenovna Naubaeva, Slushash Sabitovna Ongarbayeva, and Kulmariya Nurtaevna Akhmediyeva. "A Meta-Analysis on the Impact of Gamification over Students’ Motivation." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 4 (August 26, 2021): 417–22. http://dx.doi.org/10.6000/2292-2598.2021.09.04.9.
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Controversy surrounds the effectiveness of educational gamification on learners’ motivation to study. Prior papers attempting to summarize the available empirical evidence on the topic encompass too many additional domains like the academic performance so that the motivational point is discentrated. Hence, the current meta-analysis aimed to synthesize research findings limited to the clearly stated impact of gamification on higher education students’ academic motivation. Results from random effects proportion meta-analysis applied to seven relevant studies with a total of 368 students showed a pooled proportion of 29.68%. In other words, game design elements incorporated into the learning activities were significantly motivating for only about one-third of participants. The assumption of homogeneity was violated for certain reasons. As part of the discussion, previous scholars’ efforts to identify moderating factors of successful gamification were overviewed, and their practicality was questioned. It is concluded that the issue of whether educational gamification can amplify students’ learning motivation remains an area for further research.
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Mammone, Laura, and Nancy Maynes. "A Meta-Synthesis On The Application Of Gamification In The Higher Education Co-Curricular Environment." Teaching and Learning 12, no. 1 (April 6, 2019): 72–94. http://dx.doi.org/10.26522/tl.v12i1.443.
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This study sought to examine the existing research on gamification to see whether or not there was the potential for application in the higher education co-curricular environment. This study also aimed to explore the current best practices of gamification in order to define a consistent structure to create a gamified initiative. This meta-synthesis concluded that, due to the lack of consistent gamification structures and the large range of game mechanics and dynamics being utilized in various studies, it is difficult to determine whether gamification has been successful or not in the current educational climates where it has been tested. Through the creation of a recommended structure of gamification to be applied in a volunteer co-curricular environment, future testing can be applied to validate approaches.
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Shakirova, Nataliya Yu, Nataliya N. Kasatkina, Nataliya A. Lichak, and Svetlana V. Dandanova. "GAMIFICATION AS A WAY TO IMPROVE THE EFFECTIVENESS OF LEARNING NEW VOCABULARY." Yaroslavl Pedagogical Bulletin 116, no. 5 (2020): 82–87. http://dx.doi.org/10.20323/1813-145x-2020-5-116-82-87.
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The article focuses on ways to intensify the educational activities of students, to increase their motivation and the quality of knowledge obtained during the study of lexical units of a foreign language using game technologies. The article substantiates the effectiveness of gamification as a new way of organizing training, which has a huge pedagogical potential. It is proved that the use of tools for various games in the educational process increases the probability of achieving the goal, because using game practices, gamification does not turn reality into a game, but gives students game settings that correspond to reality to achieve professional tasks in the context of reality. The authors present a method of using a modern scenario for organizing students' play activities on any topic. It includes components for using game techniques in the classroom – word search, memory game, bingo, and crossword puzzle. Skills of using such techniques help students in the process of learning a foreign language, motivating students to independent creative work and solving problems within the framework of gamification, accompanying the entire educational cycle. Gamification helps to replace external motivation with internal motivation. By modeling certain behavior of students, the teacher increases their integration without their awareness of this fact. Unconscious involvement activates involuntary attention, which is the most effective means of assimilating up to 90 % of information. Active methods encourage students to become the main participants in the educational process. And teamwork when performing a task with gamification elements becomes an important factor in the development of emotional contact between all participants. To help the teacher should come modern educational platforms, where the teacher will adjust their material to the level of training and motivation of students.
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Калижанова, Анна, Anna Kalizhanova, Баян Ибраева, and Bayan Ibrayeva. "Gamification of Educational Process for Development of Independent Work Learners’ by Students." Scientific Research and Development. Socio-Humanitarian Research and Technology 6, no. 3 (October 12, 2017): 51–53. http://dx.doi.org/10.12737/article_59d7860b667174.84726065.
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This article focuses on the necessity and inevitability of introduction of the elements of gamification in the educational process to prevent the outflow of students from colleges or universities due to the lack of interest in obtaining the knowledge by the traditional forms of education. The authors share their experience of gamification in the educational ecosystem using a free online platform Trello Board, which provides a broad range of features to control students, maintain their level of motivation for further learning as well as develop students’ autonomy, collaboration, and higher order skills (HOTs).
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Metwally, Ahmed Hosny Saleh, Lennart E. Nacke, Maiga Chang, Yining Wang, and Ahmed Mohamed Fahmy Yousef. "Revealing the hotspots of educational gamification: An umbrella review." International Journal of Educational Research 109 (2021): 101832. http://dx.doi.org/10.1016/j.ijer.2021.101832.
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Nikitin, Grigory M. "Gaming as a sociocultural phenomenon in modern pedagogical science." Pedagogy: history, prospects 3, no. 5 (October 29, 2020): 42–55. http://dx.doi.org/10.17748/2686-9969-2020-3-5-42-55.
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. Gaming is a peculiar phenomenon of the information age, which combines the inherent human desire for competition, rivalry, play with the modern capabilities of in-formation technology. Gamers are not only game participants, they become part of vir-tual reality through identity with their avatars, game images, representing one of the "products" of electronic culture, by which we mean the totality of the results of creativi-ty and communication of people in the context of the introduction of IT innovations, characterized by the creation of a single information space, virtual form of expression, distance technology, content liberality. Gamers are both subjects of electronic culture, and at the same time its product, since their hobby and form of communication are generated by information technologies. The article examines a new social phenomenon of modern society - the phenomenon of "gaming" or as it is now commonly called in pedagogical literature - the phenomenon of "gamification", "gamification", "gamification". "Gamification" or "gamification" is a different application of approaches typical for computer games in software tools for non-game processes in order to attract users, consumers and students, increase their involvement in solving applied problems, using products and services. The article describes a new pedagogical technology - the technology of "gamification", which is a new way of organizing learning. This technology, according to scientists, has great pedagogical potential. Pedagogical technology of "gamification": - strengthens the motivation of schoolchildren to pay more attention to educational ac-tivities; - increases the likelihood of achieving the goal; - during the game, involvement in the educational process is maintained.
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Setiana, Henry, and Seng Hansun. "Gamified Android-Based Academic Information System." International Journal of Evaluation and Research in Education (IJERE) 6, no. 2 (June 1, 2017): 164. http://dx.doi.org/10.11591/ijere.v6i2.7595.
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Student is often lazy when it comes to studying, and how to motivate student was one of the problem in the educational world. To overcome the matters, we will implement the gamification method into an Academic Information System. Academic Information System is a software used for providing information and arranging administration which connected with academic activities. By implementing the gamification method, it is expected to improve student’s interest on the study programs. Gamification itself is a process with the purpose of changing non-game context into a more interesting application by integrating game thinking, game design, and game mechanics. From the evaluation result, it is concluded that the application has been successfully built and the gamification method has been successfully implemented to improve student’s interest and the most influential gamification features are point and reward.
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Swacha, Jakub, José Carlos Paiva, José Paulo Leal, Ricardo Queirós, Raffaele Montella, and Sokol Kosta. "GEdIL—Gamified Education Interoperability Language." Information 11, no. 6 (May 28, 2020): 287. http://dx.doi.org/10.3390/info11060287.
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The paper introduces Gamified Education Interoperability Language (GEdIL), designed as a means to represent the set of gamification concepts and rules applied to courses and exercises separately from their actual educational content. This way, GEdIL allows not only for an easy yet effective specification of gamification schemes for educational purposes, but also sharing them among instructors and reusing in various courses. GEdIL is published as an open format, independent from any commercial vendor, and supported with dedicated open-source software.
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Kickmeier-Rust, Michael D., Eva-C. Hillemann, and Dietrich Albert. "Gamification and Smart Feedback." International Journal of Game-Based Learning 4, no. 3 (July 2014): 35–46. http://dx.doi.org/10.4018/ijgbl.2014070104.
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Gamification is a recent trend in the field of game-based learning that accounts for development effort, costs, and effectiveness concerns of games. Another trend in educational technology is learning analytics and formative feedback. In the context of a European project the developed a light weight tool for learning and practicing divisions named Sonic Divider. This simple app is based on features of gamification. More importantly, it features formative assessment and feedback functions based on Competence-based Knowledge Space Theory. The authors applied and evaluated the tool in Austrian classrooms and found some evidence for the motivational aspect of the gamification elements, in particular scoring. They also found positive effects of an individualized and meaningful feedback about errors. Finally, there occurred certain gender difference, for example, girls were much less attracted by competition elements (e.g., by comparing high scores) then boys, however, more attentive towards feedback coming from the tool.
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Et.al, Charanjit Kaur Swaran Singh. "A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 928–60. http://dx.doi.org/10.17762/turcomat.v12i3.828.
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Gamification is a significant pedagogical approach employed to facilitate learning not limited in educational setting but also across other domains. This pedagogical approach is a hot topic among academics from various disciplines. Various studies domains including education, social sciences, healthcare, tourism, engineering, translation, nursing, arts and applied arts have ventured into gamification to aid learning. Different analysis measures were employed by the researchers to carry out studies on experimental research using different samples to develop the articles. This study is developed with the aims to review and analyse the existing literature related to gamification adding to the research methodologies, types of data analyses, significant findings and also samples used to collect the data. The taxonomies developed based on the reviews made have been categorised based on challenges, motivations and recommendations extracted from the researchers who want to take gamification to the next level in different areas of studies. The researchers of this study conducted a systematic search on topics related to gamification, approaches used for the data analysis and studied on the types of data employed. Search on five main databases were carried out namely Scopus, EBSCHO, ScienceDirect, Web of Science and Taylors and Francis from 2012 September to January 2020. These databases searched were sufficient and dependable to write on gamification. Articles were carefully selected on the basis the researchers’’ inclusion and exclusion criteria (n = 312). The first percentage of the studies (n=19/312) focused on game elements in relation to the implementation of gamification across different age of the learners. This portion of the studies (n=107/312) discuss on digital badges, digital gamification/digital tool, game like educational apps. The second section of the study describe about game-based learning in relation to gamification that emphasised on pedagogies, teaching skills, teaching beliefs, lesson outcomes, theories, learners, emotional engagement, innovative teaching and environment. The portion of the studies (n=43/213) discuss on serious games specifically game principles, behaviour, collaborative work, video games and accommodation of psychological needs. The fourth portion (n=66/312) is on novel emerging trends in gamification namely flipped classroom, blended learning in gamification, collaborative learning and gamification, mobile learning and gamification, CLIL and gamification, MOOC and problem solving that led to transformative pedagogy. The fifth portion (30/312 is on game based eLearning and the last portion is on motivation (47/312). Technological advancement and rapid development in information and communication technologies has increase researchers’ interest to pursue research in gamification to use it as a meaningful pedagogical tool to sustain students’ learning.
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Alomari, Islam, Hosam Al-Samarraie, and Reem Yousef. "The Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis." Journal of Information Technology Education: Research 18 (2019): 395–417. http://dx.doi.org/10.28945/4417.
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Aim/Purpose: This study reviewed previous research on the role of gamification techniques in promoting students’ learning. Background: The role of gamification in promoting students’ learning has been investigated empirically by many scholars. To date, mixed results about the effectiveness of gamification have been reported, and researchers frequently argue that the inappropriateness of certain techniques may have contributed to these mixed findings. Methodology: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used to assess the criteria required for this review. A total of 40 studies were identified and included in the systematic review. The selected studies were used to assess the association between certain gamification techniques and students’ learning in this study. Findings: The results showed that gamification techniques differently affect students’ learning. In addition, it is important for students to be instructed about the application of gamification approach before they engage in a gamified learning task. The key challenges relating to the use of gamification techniques were also discussed. Recommendations for Practitioners: This review can help educational decision makers and practitioners to stimulate certain learning outcomes of the students with the help of specific gamification techniques.
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Prasad, KDV, and Mruthyanjaya Rao Mangipudi. "ENHANCED ACADEMICIANS ENGAGEMENT: EVIDENCE FROM GAMIFICATION INTERVENTIONS IN HIGHER EDUCATION INSTITUTES." International Journal of Engineering Technologies and Management Research 7, no. 9 (September 17, 2020): 24–30. http://dx.doi.org/10.29121/ijetmr.v7.i9.2020.779.
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This paper presents An outcome of gamification interventions in higher educational institutes to enhance the engagement of the teaching staff, the academicians. The academicians' engagement is an important component to enhance learning and timely course completion and for excellent student outcomes. In the recent past the gamification being used as a beneficial strategy in several areas such as business, education, e-learning, research and development and behavioral change of employees. The authors have applied gamification interventions on Academicians of Engineering colleges around Hyderabad to see the effect of gamification on academician's motivation, engagement, loyalty, dedication to the organization, and turnover. A group of 150 academicians, the teaching staff were tested using before gamification and post-gamification survey instruments, a questionnaire. The reliability of the survey instrument assessed measuring Cronbach-alpha statistics, descriptive statistics, and General Linear Model analysis was carried out to predict the influence of gender and academician’s gamification choices on study variables. The post-gamification results reveal a statistically significant influence on motivation, engagement, whereas gamification intervention is a not good predictor of employee turnover and loyalty. The results from the General Linear Model analysis indicate the use of games in non-game context immensely motivates the employees and academicians inclined towards quests and challenges.
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Ermakov, S. S. "Modern e-learning technologies: analysis of the impact of gamification methods on student engagement in the educational process." Современная зарубежная психология 9, no. 3 (2020): 47–58. http://dx.doi.org/10.17759/jmfp.2020090304.
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The article presents the factors influencing the learning outcomes in distance format, modern types of e-learning and factors that affect the educational motivation of users in online courses. The features of educational motivation are considered and the process of motivational design in e-learning is presented. As a key method of increasing motivation and involvement in the educational process of online courses, the article describes the technology of gamification. The paper also presents the «Octalize» method, developed and applied for the balanced and effective use of gamification techniques, assessment of the main motivational factors, as well as for the analysis and design of optimal conditions for the presence of game elements in the educational process.
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Tokzhigitova, A., and M. Tokzhigitova. "Analysis of gamified software tools and platforms." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 98–104. http://dx.doi.org/10.31489/2021ped2/98-104.
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The article provides an analysis of gamified software tools, taking into account the need to clarify the concept of “gamification” in the educational process and the features and principles of this concept. All types of software tools with the ability to gamify learning are divided into groups: game platforms, educational quests, training management services, and game development sites. Within each group the most common platforms in the foreign and domestic educational environment are considered. In the modern educational environment there is an increased interest in the use of digital games to improve the quality of learning, which determines the relevance of the proposed research on the analysis of software tools with the possibility of gamifying the educational process within the requirements of the state, society and education. The use of digital tools during the coronovirus pandemic has become a daily necessity in the lives of students. Gamified software tools facilitate the achievement of educational goals, thanks to the clarity of gamification reflect the capabilities, type of thinking, logical abilities of an individual student. The article analyzes several game platforms and educational quests, on the basis of which the method of gamification of the learning process will be further improved. The research methodology requires the study of information sources of psychological, pedagogical, methodological and technical orientation, the analysis of digital educational games of foreign and domestic authors recognized by the scientific community.
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Corona Martínez, Daniel, and José Real García. "Using Malone’s Theoretical Model on Gamification for Designing Educational Rubrics." Informatics 6, no. 1 (March 4, 2019): 9. http://dx.doi.org/10.3390/informatics6010009.
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How could a structured proposal for an evaluation rubric benefit from assessing and including the organizational variables used when one of the first definitions of gamification related to game theory was established by Thomas W. Malone in 1980? By studying the importance and current validity of Malone’s corollaries on his article What makes things fun to Learn? this work covers all different characteristics of the concepts once used to define the term “gamification.” Based on the results of this analysis, we will propose different evaluation concepts that will be assessed and included in a qualitative proposal for an evaluation rubric, with the ultimate goal of including a holistic approach to all different aspects related to evaluation for active methodologies in a secondary education environment.