The New Trend in Education: Gamification (original) (raw)
Related papers
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.
2017
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...
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.
Gamification in teaching environment understood as the use of game design and mechanics in education is experiencing a significant increase in all educational levels (Gee: 2007; Corbett: 2010, among others). The contributions of gamification as a key ingredient to engagement in learning is a topic of interest among researchers nowadays, as it is its potential to avoid dropping out of schools (see Rock: 2004 and Bridgeland, Dilulio and Morrison: 2006). Our research is carried out with university students in order to study the game dynamics of the most popular videogames they play and the kind of players they are. Our proposal is based on gamification as the guiding thread of the implementation of specific games dynamics in tertiary level. The final aim is to design successful gamification mechanics suitable for educational environments. The research questions underlying this research have to do with the current interest arisen in videogames, both by users and by those who study how game mechanics can be implemented in non-game contexts.
Position Paper : Gamification in Education ” : sResearcher
2021
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.
Mister, khalas! A few words on gamification in (higher) education.
Students do not want to learn. Let's face it. They do not want to learn, they want to know… Here and now! The sooner we realise this simple fact the better for us. And for our students. However, having understood this truth does not change our path at the slightest. Students still need to learn, and we still need to teach. After all, the promised land of knowledge in a pill or an implant belongs to science fiction, and we need to make sure that our students, no matter what age, remain engaged and motivated as these are the key factors to stress-free teaching and effective learning. How can this be achieved? Every decade or so there is a new trend changing the previous paradigms and turning upside down our beliefs into what education should be. We already went through behaviourism, cognitivism, connectivism, and any other-ism there is in the Encyclopedia Britannica. The new wind of change has been brought by gamification. To be precise, this trend is not really that new. Gamified solutions were introduced in marketing and HR over a decade ago, and in education there are whole gamified courses, departments, and schools, which have been doing quite well since 2010. It is a decent time to weed out the charlatans and to find some beneficial solutions. However, one of the biggest problems with introducing gamification is the general misconception arousing from the term itself. What Gamification Is Not! Gamification does NOT mean playing games. Gamification does NOT equal game-based learning. Gamification does NOT necessitate project-based learning. Gamification does NOT turn learners into gamers or classrooms into playgrounds. Gamification does NOT have to mean fun, fun, fun! Gamification does NOT mean less work for students, quite the contrary… Gamification does NOT decrease the amount of preparations before and after classes… What Gamification Is To make it simple, gamification means using elements of games, video games, role-playing games, board games in non-entertainment environments. And to be more precise, the goal of gamification is to disguise those non-entertainment environments in order to make the experience more engaging for participants, to enhance motivation, so that new habits are created and long-term goals are achieved.
What “Gamification” is and what it’s not
European Journal of Contemporary Education
What-gamification‖ means and what it doesn't has been addressed and described by many researchers from a variety of different perspectives in the past. Similarities and differences of the methods between-gamification‖ and-games‖ (as well as-gamification‖ and-game based learning‖) have also been look upon up until now. However,-gamification‖ and-game‖ terms, are still being mentioned as substitutes for one another sometimes in many research articles. Although a mixture of methods are being used nowadays in the whole learning process (e.g. flipped learning together with gamification, mobile learning and infographics etc.), naming the-whole‖ learning methodology being used in an educational project/research only as-gamification‖ (or only as a game/GBL)-is yet another common issue that may lead us to misunderstand the gamification concept. These situations may be regarded as problematic issues in understanding the concept of gamification correctly. The number of educators and researchers keeps increasing in the world which are researching and trying to benefit from gamification applications in a variety of disciplines. Some of these disciplines (such as chemistry, health etc.) seems to be more benefitting and being more successful than others in their project states. Evaluating the level of success in various dimensions of learning may also differ from one to another largely in case of mixed learning methods being used in the research. Thus, in cases of using gamification method as well with others in a mixed manner of methods, the low level of success achieved may have been affected by a number of reasons. These reasons and conclusions have oriented the author to establish a research on articles and web resources on-gamificaiton‖ and its differentiations from-games‖ and-game-based learning‖ concepts. The intension is to better understand-gamification‖, try contribute in drawing a clearer view of-gamification‖ for educators and researchers who are in the beginning stages of gamification/gamifying applications topic, or are planning to make use of them in the near future. With this perspective, a literature review was done, summerizing and