Implementation of gamification mechanics in the teaching environment Comunicacion Gamification world congress 2014 (original) (raw)
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Traditional teacher-oriented teaching methods in a lecture style are no longer viewed as effective enough for learning and are therefore criticized. It is generally agreed that the modern education should engage students, stimulate interests and maintain a positive attitude. In other words, there should be a way to further learning for example by combining it with playing. This is why many educators and researchers devise new strategies, tools, methods and techniques of novel and engaging activities in order to gamify education. Gamification is often defined as the use of game mechanics and game design techniques in non-game contexts. The present study focuses on investigating possibilities of gamification at school and in a classroom setting. In this study, to complement current research knowledge in the field of classroom and education gamification, students and teachers (n = 120) provided their point of view how to utilize gamification for learning and teaching purposes. As a res...
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Gamification is only successful if the key elements are joint and run in unity in favour of the user, and knowing game-playing characteristics of target audience is of utmost importance. This study aimed to identify the students' game-playing preferences and styles, considering the opportunity to implement gamification in education in a personalized way. A descriptive-normative survey involved 74 students of a Vocational Education and Training (VET) Institution, chosen by convenience sampling. The target audience of the research was students at the MQF introductory level A and B (17.6%), at MQF level 2 (40.5%) and at MQF level 3 (41.91%). Participants received a questionnaire about game-playing preferences and styles. Students' average age was 18.31±0.776 years, 70.3% males and 29.7% females (p=0.001), and the majority were Maltese (79.7%; p=0.000). Most of the participants (72.9%) preferred digital games. Regarding the style of playing, students reported preferring a mix of single-player games and cooperative games (38.7%). The students responded that, when they replay a game, they do so "because it is interesting" or they "like it" (15.82%) and most of them (64%) reported they liked the idea of learning through games. Thus, according to these findings, the students prefer to play in cooperative digital game contexts and most of them like the idea of learning through games because they believe that they can learn and have fun at the same time.
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The printed textbooks and the traditional instruction are in crisis. Some countries already have announced the establishment of educational politics destined to substitute the textbooks by digital educational materials. But, what characteristics should have these new alternative teaching materials to the traditional textbooks?. In this paper we explore the design features to gamify educational materials. So, we explore the mechanics of video games, wondering why games produce "engagement" in his players. Finally, we present a set of properties that can be taken into account as design guidelines for educational gamified materials. This set of properties secure the engagement of educational materials.
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The idea of Gamification is very popular for applying the gaming concept theory in various fields. Nowhere else is this more important than in education. Consid-ering the careful build-up and implementation of game-elements could improve academic performance outcome and student motivation. However, Gamification could require much more time to be designed and applied to education related ac-tivities and it also comes with significant operating and design cost to provide highly engaging activities for students. One of the main problems in designing Gamification is the question: “which game elements should be applied to student activities?”. Moreover one must make sure that it has great impact on students’ performance in terms of their education related performance. Hence, in this re-search, we focused on studying the impact of each element in order to investigate the behavioral outcome of game elements in educational environments through the concept of knowledge and game-based learnin...
Position Paper : Gamification in Education ” : sResearcher
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Gamification is a very important topic, especially in light of the field of scientific openness. It refers to the use of game mechanics and game elements in a non-game context. Recently it has taken a significant amount of attention and has been applied in a wide range of fields in order to motivate and engage people in performing certain activities and solving different problems. Our position in this paper is that gamification in education is an approach for encouraging learners' motivation and engagement by incorporating game design principles in the learning environment, which facilitates students' learning.
From Games Played by Secondary Students to a Gamification Framework
Playing video games is attractive for most students. Most of them have mobile devices and play mobile games anywhere and anytime. In this paper we report the most played digital games by Portuguese students from grades 10 to 12. A survey was conducted in Portugal (n=697) in 2013. The diversity of games played is huge, and there are differences in gender preferences and game habits. We analyzed the students' preferred games according to learning principles and to game elements. Based on this data we propose a gamification framework to create gamified activities for Secondary School students.
Impact of Implementing Game Elements in Gamifying Educational Environment: A Study
Gamification is the use of game elements in a non-gaming environments. The aims of implementing game elements in gamifying educational environment is to make the learners engaged and motivated in the learning process. But, some of the research result giving bad impacts in implementing gamification in education. The objective of this research is to study the impact of implementing game elements in education. The aim of this research is to study which game elements is most commonly used in gamifying educational environment. The study is done by reviewing previous research on impacts of implementing game element in education from 2008 until 2018 to see whether the elements giving positive or negative impacts on education. The results shows the most common game elements used in gamification is rewards, feedback, challenge, quest/mission/goal, level/stage, point/score, avatars/players, task, character, time-limit, narrative/dialogue, leaderboards, progress bars, and badges. Majority of the research on gamification in education reports positive impacts by introducing gamification in education. In conclusion, by implementing game elements in the gamifying educational environment is a good method to create a good adjustment in learners' behavior and assertiveness in the learning process, it can develop engagement and motivation of the learners'.