Figure 1 - uploaded by Penny de Byl
Content may be subject to copyright.
Source publication
The compulsion to include games and game related mechanism in education is great among educators who want to engage and motivate today's students and the latest buzzword in this domain is gamification. However, without a thorough understanding of what a gamified curriculum looks like, how it can best be applied and why it might engross students, it...
Context in source publication
Context 1
... the term, gamification entered popular culture at the beginning of 2010, as shown in Figure 1, it has penetrated into a plethora of domains from business and marketing to education. It has been used to define activities such as the making of menial every tasks into game-like activities to better engage partici- pation, encouraging customer loyalty and the use of computer games in domains other than entertainment. With respect to customer loyalty in the business world, gamification provides a means to keep patrons coming back by offering them free merchandise and services. For example, Starbuck’s coffee chain provides a loyalty card on which customers received a star for each coffee purchased. When the customer accumulates 15 stars they received a free cof- fee. In addition, Starbuck’s has a level system that entitles customers to move up into through loyalty ranks. At entry level, customers receive a free birthday beverage and two hours of free Wi-Fi. After purchasing five coffees, they move up to Green Level where they benefit from free brewed coffee refills, free coffee customization and a free tall beverage with each whole bean purchase. After 30 coffee purchases customers level-up to Gold Level where they receive a personalized Starbuck’s gold reward card and other benefits. Gamification should be distinguished from serious games . Gamification relates to the use of game mechanics or elements, such as points and levels, in non-entertainment domains, that do not give rise to complete gaming experiences (Deterding, 2011). According to Ben Sawyer, founder of the Serious Games Initiative (http:// www.seriousgames.org): “Serious games are solutions to problems. Any meaningful use of computerized games or game industry resources whose chief function is not entertainment are serious games” (Sawyer, 2007, p. 12). In fact, these games-based experiences span a wide variety of domains including government, defence, healthcare, marketing, education, corporate and industry including applications for health, advertising, training, education, research, production and occupation (Sawyer & Smith, 2008). For example, Simport is a seri- ous game developed by TU Delft and the Port of Rotterdam (Bekebrede & Meijer, 2009). It engages port employees in a simulated scenario of engineering and problem solving in land reclamation from the North Sea over a 30-year period. SPOEL (Nagel & Vermeulen, 2010) is another serious game that prepares players for the management of a mass evacuation in the event of a catastrophic flooding event. In the healthcare field, serious games are used in areas such as rehabilitation and pain management. Researchers at Nottingham Trent University have developed games that assist stroke patients to regain lost motor skills. Through the use of motion sensing devices, patients interact with the games through repetitive movement typical of traditional rehabilitation therapy (Burton et al., 2011). At the Women’s and Children’s Hospital (Adelaide, Australia), serious games have been successfully used as an alternative to analgesics to alleviate the pain of burn victims (Das et al., 2005). In the field of agriculture, Pfizer Animal Health partnered with Carthage Veterinary Services and game developers ForgeFX to develop the Pfizer Virtual Pork Production Simulator, named Virtual Walking the Pens. The training and education delivered by this interactive 3D simulation allows pork producers to help pigs stay healthy, resulting in a more productive, and profitable operation (ForgeFX, 2011). Serious games and gamification environ- ments differ in that serious games provide training, practice and engaging interactions in simulations of real world environments and interactions with real world objects. As before mentioned, serious games cover a much wider range of applications than just education. They provide a playful way to interact with authentic simulated content and environments. Unfortu- nately, in the education literature the boundaries between serious games and gamification have become blurred. For example, Kapp (2012) defines gamification as the use of, “game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learn- ing, and solve problems.”(p. 10). Cohen (2011) also takes this approach collectively including games played in the classroom and game like curriculum structures in his definition. In its purest sense and that adopted by the business world, while gamification and serious games are at heart inspired by game mechanics, they are in fact very different mechanisms and require different types of implementation as will be discussed herein. Gamification is a reward system or meta- structure built atop existing real world systems to entice engagement and interaction. In order for a system to be gamified, Smith-Robbins (2011) argues that it requires three essential characteristics. The requisites include (1) clear goals a player must complete in order to win, (2) obstacles that make reaching the goal chal- lenging, (3) competition or collaboration ...
Similar publications
Over the past decades, Learning & Development has become an area of growing interest and constant research. As a result, there is an abundance of studies and models that target the development of educators. However, the professional development of educators should be built on a comprehensive framework of research-based instructional strategies that...
The Model of Game-based Learning in Fire Safety developed for preschool children to educate them in learning fire safety issues. Due to the lack of awareness towards fire hazard, there are few factors that have arisen regarding this issue such as children's ages, experiences and knowledge. The main objective of this study is to identify the user re...
Math Anxiety is experienced by students. This is caused mainly by poor academic performance specifically in Calculus and Precalculus in Mathematics. From 2014 to 2016, an average rating of 70.33 percent for secondary education and 71.1 percent for elementary was generated during several exams, such as the National Achievement Test. The result produ...
RESUMO
Este estudo irá abordar as Metodologias Ativas no Ensino e Aprendizagem, conceituando-a, além de
relatar a importância da aprendizagem baseada em jogos – Gamificação como uma Metodologia Ativa no
ensino e Aprendizagem e discutirá sobre as contribuições aplicadas a educação.
Palavras - chave: Metodologias Ativas; Games; Jogos; Gamificação ....
The present study aimed to implement the Game-Based Learning (GBL) approach through the use of technology to promote students’ engagement in the English as a Foreign Language (EFL) classroom. The participants included 64 undergraduate and postgraduate students involved in two EFL study programmes. This research followed a mixed-method approach, whi...
Citations
... Gamification is then considered to be a methodological strategy where the application of game design elements in a nongame context is used to promote expected behaviors or to solve problems (Zichermann & Cunningham, 2011) with the objective of engaging and motivating the learners. Indeed, the use of gamification in educational contexts has steadily increased (Majuri et al., 2018), mainly due to more extensive learner access to cellphones and laptops (de Byl, 2013). The use of gamified strategies can have a positive effect on the students' attitude and behavior, which in turn can influence learner-content interaction and how learning objectives are achieved (Rivera & Garden, 2021). ...
Although many studies addressing gamified approaches have documented the performance and perceptions of adult EFL learners, little research has been conducted with younger students and with a focus on specific linguistic components. Therefore, the present study assessed the impact of a gamified approach involving the use of Kahoot! on the vocabulary learning and vocabulary self-efficacy of 122 primary EFL school learners. A quasi-experimental design was applied where participants were divided into an experimental group (n = 57) that was exposed to vocabulary learning through Kahoot! and a control group (n = 65) that received traditional coursebook instruction. Ten target words were assessed through a vocabulary learning post-test, while vocabulary self-efficacy was evaluated through a questionnaire. Results revealed that both groups performed equally well regarding lexical gains, and that students in the experimental group significantly increased their vocabulary self-efficacy when compared to the control group. Pedagogical implications are discussed.
... Many educational studies that dealt with the subject of gamification pointed to some elements that can be used in the educational process. These elements can be leaderboards that show learners their names and points they have obtained and allow them to know their positions in relation to others, which motivates the learner to develop his levels and position among others to maintain the lead, and the leaderboard lists are among the actors contributing to increasing the degree of selfmotivation among learners (De Byl, 2013). ...
The study aimed to show the extent of application of the gamification strategy and the obstacles to it from the point of view of the early childhood stage teachers in Al-Ahsa Governorate according to the variables (years of experience, educational stage, training courses). The study uses the mixed approach to collect quantitative data by means of interview and a questionnaire consisting of (45) items distributed on the five principles of the gamification strategies to collect the qualitative data. The results of the study showed that the degree of application of the gamification strategy in the study sample was very high. Also, there were no differences due to the variable of the educational stage, and there were statistically significant differences attributed to the variable of the training courses and in favor of the female teachers who enrolled in the training courses. That the most prominent obstacles to the use of gamification strategy is the lack of an Internet network that enables female teachers to use technologies in the educational process.
... It incorporates game features (e.g., rewards or tokens) into non-game applications [9], which include formal learning settings, namely schools [10], or it utilizes games to give a player interactive experiences set in diverse historical circumstances or times. Its efficacy is recognized as a learning tool in a variety of sectors, including education, security, wellness, experimentation, traditional culture, and tourism [11], [12], [13], [5]. In addition, when using both navigation and exploration together with gaming aspects, the ultimate result is intriguing in terms of user experience and involvement [48]. ...
The concept of gamification is to apply game-design elements and game principles in non�game contexts. Applying this concept in interactive exhibitions has enormous potential to attract visitors and improve their fun level, engagement, and learning. The purpose of this paper is to study the effect of the case study in which we applied gamification in two types of physical and online digital interactive exhibitions, both in the form of short events. The case study was conducted using gamified exhibition for both physical and online digital environments. We implemented the Game-trip which consisted of two parts: a physical exhibition of an interactive map and a digital online application. We also carried out a user study at the Chiang Mai International Exhibition and Convention Centre. We evaluated the user study by collecting qualitative and quantitative visitor behavior data from online survey questionnaires, and we also used user behavior data and semi-structured interview. The results suggest that the physical interactive exhibition provides engagement and fun but does not support learning goals. The interview data suggested that we provide more devices for the participants in the physical environment in order to avoid long waiting time. For the online digital interactive application, it also helped visitors to get familiar with the other exhibition in the event. Finally, the gamified exhibition can be used as a design to improve the overall visitor experience in exhibitions.
... According to Karagiorgas and Niemann (2017, p.500), "gamification aims to integrate the best elements of video games, such as achievements, badges, and so on, to education." It is merely a method of utilizing gaming features for educational purposes, with no inherent entertainment value (de Byl, 2013). Learning a second language requires time, which for some students may be extended. ...
The COVID-19 epidemic has compelled educational institutions worldwide to implement online learning while maintaining the same level of quality as face-to-face instruction. The majority of universities in Indonesia offer TOEFL preparation classes to undergraduate students, and the outbreak has had an effect on how those courses are delivered. However, there is a dearth of research on the most effective instructional strategies for delivering an online TOEFL preparation course to a large number of students who have no prior experience with online learning. Thus, this study examined the integration of task- and game-based learning into an online TOEFL preparation course taught at two Indonesian institutions over the period of twenty online class meetings totaling 40 class hours. It involved undergraduate students (N = 48) from Politeknik Perkeretaapian Indonesia Madiun's Railway Mechanical Technology study program and Universitas Muhadi Setiabudi's Management study program.
... Since 2010, however, the term 'gamification' has increased in popularity not only on the Internet but also in education (De Byl, 2013;Johnson et al., 2012). ...
... (Werbach, 2014, p. 268) According to Karagiorgas and Niemann (2017), there are two different categories of educational games: gamification as such, and serious games. Gamification does not refer to a complete gaming experience but rather to the use of mechanics or elements of games, such as points, rewards, and different levels, in non-entertainment contexts, while serious games are complete games-based experiences that aim at providing users with training and practice in simulated real-world situations and with real-world objects (De Byl, 2013). ...
The relevance of game-based teaching and learning in research has grown in the last years as a result of its proven benefits for students in a variety of school subjects. However, no studies examine the opinions of math teachers about using it, and there are no research instruments that can be used for this purpose. This chapter presents the design and validation of an instrument for the analysis of math teachers' perceptions regarding gamification strategies in their teaching. Furthermore, it develops an exploratory study using the proposed questionnaire. Findings prove the validity of the instrument as well as more positive attitudes among women and primary teachers. Moreover, teachers that have received specific training in gamification considered themselves more able to design gamification tasks. Finally, the study encourages a reflection on the way these strategies are addressed in teacher education and opens the way for studies.
... In the context of gamified learning, competition occurs when individuals or teams compete for finite resources such as levels, badges, and points. The use of leaderboards can further ignite competition by displaying students' rankings, fostering social comparison among peers (de Byl, 2013). Frequency analysis (Kim et al., 2018) demonstrated that 80% of the students were motivated by competitive game mechanics (i.e., rankings and scores). ...
This study is a meta-analytical study that examines the effectiveness of gamification in learning performance in educational settings (n = 29; year-span = 2011–2019). Specifically, it aimed to investigate (a) whether gamification could improve learning performance, and (b) whether peer interaction (i.e., peer competition and peer collaboration) moderated the effectiveness of gamification in learning performance. Results from random-effects models showed significant effects of gamification in learning performance (g = .595, 95% CI [.432, .758], N = 3515). This effect remained robust after excluding outliers and was stable in a sub-split analysis that excludes studies with low methodological rigor (i.e., studies with pre-post test design). Subgroup analyses revealed a moderating effect of peer competition in gamification in learning, suggesting that competitive games were better than non-competitive games for promoting learning performance in educational settings. However, this effect was not robust and no evidence of subgroup differences were found in the sub-split analysis. Peer collaboration did not moderate the effectiveness of gamification in learning as no subgroup differences were found between collaborative games and non-collaborative games. The effectiveness of games that were both competitive and collaborative did not differ from those that were only competitive. Other moderators such as education level and research design were also investigated. No subgroup differences were found for these two moderators. Educational implications and limitations were further discussed.
... Social network The game should be designed for social interaction elements. Deterding, Khaled, Navke, and Dixon. 2011;Byl. 2013 Leaderboards Based on the accumulated points, the game leaderboards will display a list of high scores in a game. Deterding, Khaled, Navke, and Dixon. 2011;Dale, 2014 Security Authentication User verification to protect user's privacy. Kang and Kim (2015) Availability ...
The world is moving towards achieving sustainable development goals that benefit the environment, society, and the economy. The COVID-19 pandemic has forced many education institutions to shift from traditional learning to online learning. Since 1960, e-learning has been delivering through the website. However, there is a rise in e-learning security and ethical issues that lead to poor education quality and an unsustainable e-learning system. Thus, security and ethics components need to be integrated into a sustainable e-learning and gamification framework. Interestingly, e-learning needs to integrate the gamification context to increase online learning quality and secure learners' education while promoting lifelong learning. To identify the relationship between security and ethics in gamified e-learning, this paper examined and assessed various types of security threads and learners' ethics and well-being in the e-learning environment. The framework intends to increase e-learning strength in promoting a better e-learning environment, well-being, and lifelong learning among their learners. Thus, enabling sustainable education through a reliable e-learning system.
... Their effectiveness as learning tools is highlighted in the literature with reference to a broad range of fields: education, defense, health care, research, cultural heritage and tourism (Clark et al., 2016;Connolly et al., 2012;de Byl, 2013;Karagiorgas & Niemann, 2017). ...
This article deals with the application of serious games to cultural heritage. Through an overview of the growing importance of gamification in promoting cultural sites and museum collections, the research highlights the changing practices of cultural institutions, which are increasingly involved in producing serious games, considering them as strategic digital marketing tools to promote cultural heritage and tourism in addition to their traditional “learning by playing” function. The article explores a case study, namely Mi Rasna, a game on the Etruscan society realized in partnership with several Italian cultural institutions.
... Teachers use incentives to guide student behaviour when using games in the classroom. Students can perform as leaders as they move through particular curriculum levels (Christy & Fox, 2014;de Byl, 2013). A system of rewards can fit to the work target of a classstudents distrust rewards that are too large (Korman et al., 1981). ...
... "Act Now!", an example of gamification, is modelled on a "deliberative polling-like learning situation", in which students acquaint themselves with key information and facts and engage in civic debate. The game was designed as a mechanism in which students could distance themselves from matters that are too personal or difficult (DeLeon, 2008), express themselves without the external authority in a school setting (Eränpalo & Karhuvirta, 2012, 2013, and identify issues in the everyday life and the local community, but beyond that at the national and global level. They enhance their understanding of their role in society and their personal and group identities (Eränpalo, 2014). ...
During the pandemic of 2020 brought about by Covid-19, many teachers, students and pupils found their learning environment had to move on-line at very short notice. This proved harder than some people might have expected and involved changing some practices, most importantly increasing the importance of pupils and students doing more work on their own. One promising solution to this difficulty was gamification, which is designed to make learning more interesting and motivating by turning learning into a game. In this paper, we review some of the purposes that games have served in education and evaluate some of the claims that have been made for gamification, and how the principles of gamification have been implemented in specific cases. We conclude that gamification is not a panacea, but can work in some circumstances to stimulate motivation, and we examine how the learning environment can be optimized to promote self-managed learning.
... • Gamification is defined "As a way to use game elements to learn" [19]. Gamification uses game-like features including points and various levels in a way that is not meant to be mere entertainment, but to provide solutions to problems and/or to provide training, practice, and interactions that are engaging while utilizing real-world objects" [20]. Gamification has been defined as a process of enhancing services with (motivational) affordances in order to invoke gameful experiences and further behavioral outcomes. ...
Background: A growing amount of software is available to children today. Children use both software that has been explicitly developed for them and software for general users. While they obtain clear benefits from software, such as access to creativity tools and learning resources, children are also exposed to several risks and disadvantages, such as privacy violation, inactivity, or safety risks that can even lead to death. The research and development community is addressing and investigating positive and negative impacts of software for children one by one, but no comprehensive model exists that relates software engineering and children as stakeholders in their own right. Aims: The final objective of this line of research is to propose effective ways in which children can be involved in Software Engineering activities as stakeholders. Specifically, in this paper, we investigate the quality aspects that are of interest for children, as quality is a crucial aspect in the development of any kind of software, especially for stakeholders like children. Method: Our contribution is based mainly on an analysis of studies at the intersection between Software Engineering (especially software quality) and Child Computer Interaction. Results: We identify a set of qualities and a preliminary set of guidelines that can be used by researchers and practitioners in understanding the complex interrelations between Software Engineering and children. Based on the qualities and the guidelines, researchers can design empirical investigations to obtain deeper insights into the phenomenon and propose new Software Engineering knowledge specific for this type of stakeholders. Conclusions: This conceptualization is a first step towards a framework to support children as stakeholders in software engineering.
