Implementation of Gamification as an educative tool via online and of- fline methods; an analyses review (original) (raw)
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A Review of Research on Gamification Approach in Education
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Gamification has become the most popular topic of the last few years. Studies in gamification area are examined based on certain different criteria in this study and content analysis method was used in order to identify trends in this area. Web of Science were scanned through using gamification as keyword without year restriction. A total number of 313 studies were regarded as appropriate for the aim of the study and examined. It is seen that research in this area have begun in 2011 and increased every year. It is also seen that motivational theories are mostly preferred in the studies conducted in gamification area. It was determined that goal-duty, reward and progression sticks are the mostly used components as game components. It is seen that gamification applications are frequently preferred in virtual environment, simulation and augmented reality learning environments after mobile environments and in parallel with these, they are also preferred in learning areas such as public, service, food and health. Therefore, identifying different activities which could affect success in online environments, integrating these into education environment and provide these activities with theories appropriate for students' ages for them not to lose their motivation are essential.
Gamification's Role as a Learning and Assessment Tool in Education
International Journal of Knowledge-Based Organizations, 2016
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.
Gamification's role as an Assessment and Learning Tool in Education
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 leaderboard 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 gamification can be truly utilized is via the form of an assessment and learning tool in the teaching and learning process. This paper will discuss about the repercussions of using gamification as an assessment and learning tool based on the review of several studies.
Gamification; Challenges to Transcend Beyond Online Education Into the 21ST Century Classroom
2018
Gamification, the use of game elements in non-gaming context has transcended beyond the reach of virtual classroom, into the real world. The existence of elements such as badges and leaderboard in classroom activities as well as its similarities seen in social networks and virtual learning environments; has exposed gamification to a wider audience in the past few years. Although its initial intention was to attract more usage and participation, the acceptance factors has varied based on the needs of users. The users’ needs can be measured based on their game personality traits; that changes based on the challenges put forth to them. Beyond that, the existence and familiarity towards using technology also plays a key part in promoting gamification in learning. Furthermore, the perception of people towards gamification and its use in education needs to be considered thoroughly to ensure a sustainable learning process that expands beyond the school environment into the homes of the stu...
Gamification and Education: An Overview
Test Engineering and Management, 2020
Gamification is a genre of social interaction that concerns those in fields like academia, as well as professionals of business, education, and information technology. However, as a term, it remains hindered as of varied uses and meanings, it has been divided according to its educational usability. It has been dealt with in terms of merits and demerits to validate its usefulness by offering the proof to encourage those specialized in education as well as entertainment. In this paper, a general overview of gamification and in education respectively (i.e. learning and teaching) with a glimpse from empirical studies. Followed by an examining of its contributions for a better improvement in the educational process in general. This articles gives a general description overview on the use of gamification in understanding its applicable usefulness in the field of education due to its feature of edutainment. It outlines gamification in both theory and action, with an emphasis on empirical side in relation with context and purpose and context. Furthermore, it shows that gamification as a conceptualized concept is emerging in the field of education to meet the expected outcomes. A discussion on the probability of the way gamification to be more useful as a subdivision to improve the systems of interaction of user experience by using gamified design. The paper concludes with suggestions of nonstop investigations of gamified applications and its effectiveness.
Gamification in Education Context: The Intention, The Design and The Result
Inform : Jurnal Ilmiah Bidang Teknologi Informasi dan Komunikasi, 2021
Gamification has been widely adopted in many areas, including in the educational context. The students need to be motivated in following the learning process because everyone feels happy to learn if there is no coercion. By presenting something fun and enjoyable, students are expected to be more involved in the learning process, which will achieve better learning outcomes. Gamification is very reliable in bringing fun and pleasure to the learning process for the students. We analyze three items from the previous study; the intention and what the goals are expected, how to design, and the result of gamification in the education context. We found the intentions of gamification adoption in an educational context. They are to increase students' motivation to learn and present an alternative learning method that is more fun and enjoyable. And for the success of this gamification program, a game application can be developed using existing sophisticated technology and by presenting a r...
2014
Today's learners are digital natives. They grew up with digital technologies. Teachers have to solve important issues related to the adaptation of the learning process towards students who have different learning styles and new requirements for teaching and learning. Gamification is one of the educational approaches and techniques that increase motivation and engagement of learners. The aim of the current work is to study and present the nature and benefits of gamification and to provide some ideas how to implement it in education.
APPLICATION OF GAMIFICATION AND GAME-BASED LEARNING IN EDUCATION
Huge development of information and communication technologies in last 20 years has significantly influenced even the field of education. As a result, many new methods and forms of education have appeared. They utilize modern technologies in order to make educational processes more efficient. One of the most important changes may be the usage of e-learning which has-especially in the concept of guided self-studying-a positive effect. One of the latest trends in the education which applies information and communication technologies is the integration of elements of gamification and game-based learning. These approaches lie in application of elements of computer games, especially increased motivation, activation, joy of playing, problem solving, etc. They find their use mostly as extension of e-learning (study support). It is possible to find identical aspects also in the area outside the e-learning or the internet generally-in the field of the experiential education. The implementation of gamification and game-based learning into e-learning education is time and competency-demanding activity. Its main goal is to reach given educational objectives which may be supported from the structure point of view i.e. without direct influence on the contents of the education (gamification); or from the content point of view (game-based learning). The highest level is the synthesis of both mentioned approaches which leads to creation of comprehensive educational material. This paper deals with the aspects of gamification and game-based learning and with the exploitation of their potential in formal education as tools which make achieving of given goal more efficient. The paper also includes a model of a design of educational material (study support which uses gamification or game-based learning), both from the material structure and the material content point of view.
The Role of Gamification in Education- A literature Review
Gamification" is a concept which aims to increase user experience and engagement with a system, while education is an area with high prospective for application of this concept. A lot of research is ongoing since it seeks to improve the quality of learning of students. Current situation on research of "Gamification in education" is still at initial stages where all of them aim to improve the effectiveness of education activity using game elements. Several gaps on the studies 1610 Garamkhand Surendeleg et al.