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A User-Centered Theoretical Framework for Meaningful Gamification
... Accordingly, experts in educational gamification advocate for more pedagogical care when designing gamified learning settings. Nicholson (2012) and Lieberoth (2019) suggest incorporating 'meaningful gamification', which involves placing the users at the heart of the game design and adapting it to their interests and learning goals. Wu (2021) investigates the impact of gamification on engagement and achievement in English language learning, offering evidence of its potential benefits and limitations. ...
... In terms of students' attitudes regarding gamification (RQ4), they demonstrated an overall positive attitude toward game-like learning environments in higher education. Some game elements, such as narrative, competition, achievements and socialisation, appear to be outstanding powerful motivators, according to their perceptions (Aldemir et al., 2018;Nicholson, 2012;Werbach & Hunter, 2012b, 2012a. Students also indicated the meaningful aspect of the gamification design. ...
... Students also indicated the meaningful aspect of the gamification design. That supports the idea that successful gamification design should incorporate a balanced use of diverse game elements directly connected to their learning goals and interests (Exton, 2017;Nicholson, 2012). ...
This paper explores the use of gamification in Second Language Acquisition (SLA) within Computer-Assisted Language Learning (CALL). The aim is to investigate the effects of a gamified learning environment, specifically Moodle, on psychobehavioural factors and English learning achievement, and to discuss the affordances of gamification based on empirical findings, contributed both by the present study and previous research. For this purpose, a case study was conducted at the University of Andorra, where a treatment group completed a gamified English course on Moodle, and a control group did the same tasks without gamification. A mixed methodology was used to measure both affective and cognitive variables as well as students’ perceptions on their gamified learning experience. The results show that the treatment group outperformed the control group in Foreign Language Anxiety (FLA) and in Academic Motivation (AM). As for the effects on speaking fluency, they are inconclusive, which is consistent with previous literature. Consequently, the authors advocate for further research to explore the effects of gamification on actual learning in different learning disciplines, beyond students’ mere perceptions.
... It can be expected that the number of possibilities will grow in the future. Nicholson (2012a) uses the term BLAP gamification to describe this integration of badges, levels/leaderboards, achievements, and points into real-world settings, a concept also referred to as reward-based gamification. Nicholson (2015) describes reward-based gamification systems as being relatively straightforward to implement. ...
... The framework for meaningful gamification developed by Nicholson (2012a) has its roots in self-determination theory (Deci & Ryan, 2000). It consists of six tenets that need to be considered in relation to gamification design in education (Nicholson, 2012a;: play, choice, exposition, information, engagement, and reflection. ...
... The framework for meaningful gamification developed by Nicholson (2012a) has its roots in self-determination theory (Deci & Ryan, 2000). It consists of six tenets that need to be considered in relation to gamification design in education (Nicholson, 2012a;: play, choice, exposition, information, engagement, and reflection. ...
This chapter dives into the use of gamification in higher education, evaluating the benefits of gamification, such as increased student engagement and knowledge retention, while addressing concerns about its impact on intrinsic motivation. It discusses the transition from reward-based to meaningful gamification, aiming to propose ways to foster autonomy, competence, and relatedness among higher education students. Additionally, it explores student diversity in learning approaches and game-playing motivations, introducing a research-based tool for analyzing students' approaches to gamification. It discusses the practical application of gamification in higher education, focusing on balancing different gamification strategies to optimize learning through constructive alignment. This comprehensive exploration aims to equip higher education instructors with a thorough understanding of gamification's role and potential in creating memorable and meaningful learning experiences.
... According to previous literature reviews by Hamari et al. [8] from 2014 and Seaborn and Fels [33] from 2015, points, badges, and leaderboards are by far the most commonly used game elements in the recent gamification literature. Although this could be viewed as a replication and further support of previous findings, it also contributes to ongoing criticism that gamification relies too heavily on scoring systems-often the least exciting part of a game [29]. This ultimately leads to a lack of meaningfulness when these game elements are added to an activity [29,43]. ...
... Although this could be viewed as a replication and further support of previous findings, it also contributes to ongoing criticism that gamification relies too heavily on scoring systems-often the least exciting part of a game [29]. This ultimately leads to a lack of meaningfulness when these game elements are added to an activity [29,43]. Second, regarding RQ2, we found that a large majority of research articles do not properly define or name the game elements they discuss and that game elements are not always consistently defined throughout the literature. ...
... In fact, previous research has shown that these game elements can have a positive impact on basic psychological needs [32] (as defined by Self-Determination Theory [31]) or can act as progress indicators, increasing user performance [25]. However, on the other hand, the dominance of these game elements in the gamification literature may also fuel the ongoing criticism that gamification is labelled pointsification, because of excessive reliance on scoring systems, thus using the least exciting part of a game [29]. ...
We lack a shared and detailed understanding in gamification of what game elements are. To address this, we provide a scoping review of the last five years of gamification research, focusing primarily on how game elements have been applied and characterized. We retrieved the definitions of game elements from 280 research papers, conducted a content analysis, and identified their features. On the basis of this information, we provide responses regarding the frequently cited game elements, whether they are consistently characterized in the literature, and the frequently stated features of these elements. Our research has identified 15 game elements in the literature, with points, badges, and leaderboards being the most prevalent. As a first step toward clear definitions, we suggest a set of properties to characterize these game elements. The results of our review contribute to the formation of a consensus among gamification scholars about the application and definition of game elements.
... Attracting the public to gamification and adapting this tool to library services will bring many benefits to the library profession. Gamification is probably most easily recognized in the summer through reading programs, when libraries encourage participation by offering rewards that 85 can be earned by reading a certain number of books and participating in activity programs (Nicholson, 2012;Nicholson, 2013;Kim, 2015;Downie & Proulx, 2022). Elements of gamification can be applied to any learning activity, and today's digital technology allows us to track individual progress and does not necessarily require large investments (Seay, 2018). ...
... Elements of gamification can be applied to any learning activity, and today's digital technology allows us to track individual progress and does not necessarily require large investments (Seay, 2018). Patrons can also be involved in creating or customizing the gamification system, as they can select or create targets or game elements that are molded to their own interests (Nicholson, 2012). Sometimes, gamification can take the form of treasure hunts conducted in the physical space of the library, in which players have to find clues in various rooms of the library, solve puzzles (Nicholson, 2009b;Tang, 2021), search for various documents in the library catalog, and produce a video work. ...
Games, play and gamification, used in organized public library programs, are ways in which libraries can attract a larger audience, especially those who are not yet interested in reading. In this way, contact with the library would enable them to find out about other resources that these cultural institutions offer, thus encouraging them to become regular patrons of non-game services. This paper aims to find out whether these new ways have been used in activities carried out with the public in the Bucharest Metropolitan Library. Research on games, play and gamification in public libraries is very limited in Romania and it could benefit researchers and librarians alike. A content analysis was done on the posts made on Facebook in 2023 by the Bucharest Metropolitan Library. The findings of the study showed that games, play and gamification were used mostly in thematic activities combined with reading, learning and creative workshops. Collaboration with institutions, associations and other organizations has increased the quality of the services offered. The research is valuable in that it presents activities in which librarians have used games, play and gamification, thus offering ideas for all Romanian librarians who could implement these tools on a larger scale in our public libraries.
... This approach leverages the motivational dynamics of games to solve problems and engage users in learning and other activities, often incorporating elements such as point scoring, competition, and rules of play (Antonaci, Klemke, & Specht, 2019). While gamification has been shown to potentially enhance engagement and learning outcomes, its application frequently relies on extrinsic motivators such as points, badges, and leaderboards, thus failing to fully leverage its potential (Antonaci et al., 2019;Kapp, 2014;Lee & Hammer, 2011;Mora, Riera, Gonzalez, & Morena, 2015;Nicholson, 2012Nicholson, , 2015. The literature reveals a significant gap: a lack of structured models that support educators in effectively gamifying courses, particularly in distance learning contexts where student motivation often dwindles. ...
... Furthermore, the methodology, grounded in design-based research principles, as advocated by Nicholson (2012Nicholson ( , 2015 and other scholars, facilitated a comprehensive understanding of the complexities involved in gamified systems. By engaging stakeholders in the research process and addressing real-world challenges, the study not only developed effective instructional theories but also offered adaptable strategies for enhancing gamified learning experiences across diverse educational contexts (Saleem, Noori, & Ozdamli, 2022). ...
Gamification has the potential to enhance learner engagement and learning in distance education. However, there exists a notable gap in the literature regarding a comprehensive gamified framework tailored for assisting lecturers to integrate gamification into their modules. Towards addressing this gap, the present study investigates the design and implementation of a gamified framework to develop a course on African Digital Literacy, based on the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model, aimed at supporting module developers to effectively gamify modules and courses. The ADDIE model served as the foundational framework for designing a course, emphasising the integration of cultural narratives and game elements such as badges and leaderboards to enhance engagement. The findings underscore the successful integration of game elements and cultural narratives to enhance student engagement and collaboration. Recommendations include the adoption of a multidisciplinary approach in designing gamified online courses to create stimulating and culturally relevant learning environments. Educators, instructional designers, and policymakers seeking to leverage gamification to enrich online learning environments will find guidance in this research, which bridges the gap between traditional learning approaches and culturally immersive, engaging educational experiences.
... With the growing popularity of gamification and advancement in gamifying education, the gamification mechanisms, the gamified subjects, the type of gamified learning activities, etc., are important aspects of learning. Gamification is about motivating individuals to participate in a learning event through the addition of game elements, not fullfledged games (Nicholson 2012). vi) Gamification and experiential education are both fun but not necessarily a learning experience if not placed in the right context by a skilled facilitator. ...
The term “gamification” refers to the practice of incorporating elements of game design into non-game contexts such as websites, online games, and learning management systems. Gamification’s end purpose is to get people involved so as to motivate them to share, collaborate, and talk to one another. The goal of gamifying material is to increase user participation, particularly when it comes to unpleasant learning, like completing a study on a topic either boring or unpleasant to learn. Game elements used in gamification include the goal of making learning more fun; gamification attempts to model the classroom environment after a first-person video game. The purpose is to improve education by stimulating interest amongst students. More specifically, “learning through reflection on doing” captures the essence of the experiential learning process. While students may be required to reflect on their work as part of a hands-on learning activity, this is not always the case. The suggested study addresses the merits and cons of gamification for experiential learning. This paper endeavors to make some conclusions, bringing into the limelight of education the incorporation of different cross-disciplinary dimensions in education by adding gamifying and understanding its core aspects in the process of teaching and learning. Gamification is added to a new approach to learning through various games using devices. This paper covers learning by doing, experiential learning, gamification, and their aids in the education system. The data were collected from the secondary sources (literature, books, Google, etc.). To conclude, it is stated that the rigid curriculum and formal learning are replaced by cross functional content that can satisfy curiosity, and thus, informal learning can occur. The new tools and approach to making its titles in social communication have brought an era where we have to rethink learning, knowledge sharing, and collaborative learning by understanding the new concept of gamifying and experiential learning.
... One concern is that gamification cannot be efficient if it is not designed based on a good understanding of the users and the context of use, as Nicholson [4] pointed out. A context analysis is thus a prerequisite; intentions must be analyzed and considered in the context of the situation, the task, as well as the user(s) profile(s). ...
Depuis plus de trente ans, en République populaire de Chine (RPC), l’éducation au patriotisme s’appuie sur des espaces liés à la commémoration des morts. À Shenyang et à Jinzhou, dans le nord-est chinois, elle a pour base solide le localisme, qui s’insère depuis les années 2000 dans le concept national de « tourisme rouge ». Les anciens camps de prisonniers, champs de bataille et autres lieux de massacre liés aux conflits du XX e siècle en RPC font maintenant l’objet d’une mise en valeur sous la forme de parcs mémoriels, bases d’éducation au patriotisme destinées à promouvoir la vision nationaliste du régime communiste. Cet article cherche à montrer de quelles manières, dans les milieux urbains, sont aménagés, intégrés et promus les mémoriaux de guerre et les espaces de commémoration des morts et quelle est la place faite aux défunts vis-à-vis des vivants.
... Non-game content or context covers many domains including commercial market and education, therefore the purpose of applying gamification could be at least divided into two different perspectives: organization benefit and meaningfulness for students or the target audience. Nicholson (2012) argues that the long-term benefits to the company eventually result from the positive and meaningful benefits for the user, therefore a user-centered theoretical framework was proposed, in theory and in ideal condition. However, for short lifetime products or for promotion in the competitive market, a gamification designer is inevitably bound with limited time, budget and the needs of the organization, therefore our study tries to identify what mechanisms are most concerned or welcomed by the target audience to save the designers. ...
Gamification is the use of game design elements and game mechanisms in non-game context to increase audience’s motivation and engagement. Not only being applied on the commercial market to attract consumers, gamification is also used in educational context by teachers to help keeping students engaged and motivated in the physical classrooms. This paper furthermore upraises the discussion of how the gamification strategies can be implemented online for a website with academic purposes to retain its members, and what of which are the members’ most concerns a designer should adapt to if time and resource are limited. Examples are given and an online survey of 73 subjects with empirical experience was conduct to reveal that among those game mechanisms proposed, the graphical feedbacks are the subjects’ most concerns, followed by the gamified theme activity and discussion board. For websites which are not gameplay purposed this paper could provide useful suggestions for the designers who try to use gamification for enhancing the audience’s participation and enthusiasm, even for educational purposes.
... Werbach e Hunter (2012) apresentam a tríade PBL (points, badges e leaderboards) para classificar os elementos dos jogos, são eles: pontos, medalhas e classificação. Para Nicholson (2012), os elementos de jogos são os citados por Werbach e Hunter (2012), contudo com o acréscimo do elemento "conquistas". Entretanto, concordamos com a análise de Carvalho (2018) de que reduzir os elementos do jogo a apenas três critérios acaba por limitar a aplicabilidade da gamificação. ...
A diversidade de recursos tecnológicos digitais criados nas últimas décadas tem possibilitado que novas metodologias possam ser implementadas no ensino e aprendizagem de conteúdos escolares. Neste estudo, propomos discutir os resultados da aplicação de uma proposta de gamificação a 36 alunos do Ensino Fundamental II, na disciplina de Língua Inglesa, dos 8° e 9° anos de uma escola particular situada na cidade de Apucarana-PR, bem como apresentar as percepções sobre os resultados com base no ponto de vista da professora regente e da professora pesquisadora. Os tipos de pesquisa empregados neste estudo foram a descritiva, bibliográfica, de campo e analítica. Os resultados mostraram que a maioria dos alunos recepcionou bem a proposta, realizou as atividades com bom nível de motivação e desempenho e atuou de forma colaborativa com os colegas. Por sua vez, a professora regente e a pesquisadora destacaram pontos promissores na execução da proposta, ainda que com ressalvas. Palavras-chave: Língua Inglesa. Gamificação. Ensino Tecnológico. Abstract The diversity of digital technological resources created in the last decades has enabled new methodologies to be implemented in the teaching and learning of school content. In this study, we propose to discuss the results of the application of a gamification proposal to 36 elementary school students, in English, from the 8th and 9th years of a private school located in the city of Apucarana-PR, as well as presenting the perceptions about the results based on the point of view of the conducting teacher and the researching teacher. The types of research used in this study were the bibliographic, description, field and analytical. The results showed that the majority of students welcomed the proposal, performed the activities with a good level of motivation and performance and acted collaboratively with their colleagues. In turn, the teacher and conductor highlighted promising points in the execution of the proposal, albeit with reservations. Keywords: English language. Gamification. Technological Education.
... One of the methods is by using gaming environments in learning mathematics concepts (Stanislav, 2013). In order to make sure that the mathematics concepts are gamified, the gaming environments should relate the elements of games and what learners want to achieve that is the own goals to accomplish the games (Nicholson, 2012). There are some examples of games activity in mathematics have been implemented such as by using flipped learning with gamification in mathematics enrichment of grade 9 students (Lo & Hew, 2018), embedding intelligent tutoring system with gaming technologies in learning quadratic equations (Faghihi et al., 2014) and digital-based games in learning mathematics such as ordered pair in graph lines (Moye-Packenham et al., 2019). ...
A quantitative survey involving 60 students in Form Two using purposive sampling technique has carried out to investigate student’s perceptions in the aspects of acceptance, interest and soft skills in learning Perimeter and Area towards the implementation of gamification in learning Mathematics. The questionnaires were administered to the respondents after conducting a learning session using gamification on them. Data obtained were analysed descriptively and represented by frequency, percentage, mean score and standard deviation. The findings of this study showed that students’ acceptance, interest and soft skills incurred are high. These findings reflect that students’ acceptance of gamification in learning perimeter and area high and thus can help educators in diversifying teaching techniques and approaches to attract students in learning.
... In addition, studies relied on gamification design frameworks, such as Werbach and Hunter's 6D framework (Werbach and Hunter, 2012) and the Meaningful Gamification Framework (Nicholson, 2012), to design their gamified intervention. ...
Purpose: Given the urgency of corporate engagement in sustainable development, companies seek ways to involve their employees in sustainability efforts. In this regard, gamified systems have gained attention as a novel tool to promote sustainable employee behavior. However, as the research field matures, researchers and practitioners are confronted with a scattered academic landscape that makes it difficult to grasp how gamification can be designed to engage employees in sustainable behavior and to understand how gamification effects unfold at psychological, behavioral and corporate levels of sustainability. Design/methodology/approach: This paper uses a systematic literature review to consolidate the existing knowledge on gamification designs and their effects on sustainable employee behavior.
Findings: Studies have explored a variety of utilitarian and achievement-, immersion-and social-related gameful affordances to promote positive behavior-and system-related psychological effects as a basis for employee engagement in sustainable behavior. However, the evidence regarding their impact on rational decision-making processes and overcoming the intention-action gap inherent in sustainability is still limited. Nevertheless, several studies in focused areas indicate the potential to elicit behavioral changes that drive sustainability outcomes at the corporate level as well. Originality/value: Our study provides three main contributions. First, we develop a conceptual framework that illustrates how gamification can drive sustainable behavior in the workplace. Second, we derive seven agenda points to guide future research on gamification for corporate sustainability. Third, we deduce three practical approaches to use gamification as a strategic intervention to promote sustainable behavior in organizations.
... Este elemento competitivo é uma fonte de incentivo (Nicholson, 2012 Domínguez et al., 2013;Ibanez et al., 2014;Kim, 2013;Kuo & Chuang, 2016;O'Donovan et al., 2013). Além disso, os elementos do jogo utilizados podem tornar a aprendizagem mais divertida e interessante para os estudantes (Barata et al., 2013;Werbach & Hunter, 2012). ...
Neste capítulo, procura-se analisar as políticas e as práticas relacionadas com o sucesso académico no ES. Assim, na primeira secção, partindo de uma delimitação do conceito, discutem-se os fatores que podem ter um impacto negativo no sucesso, como o abandono, a falta de recursos financeiros e as dificuldades de adaptação. Numa segunda secção, analisam-se, por um lado, as políticas públicas destinadas a melhorar o sucesso académico, e, por outro, as medidas institucionais para o promover. Na terceira secção, analisam-se algumas práticas pedagógicas diferenciadas e centradas no estudante que podem contribuir para o sucesso académico. O capítulo termina com uma conclusão e uma discussão dos desafios que se colocam à promoção do sucesso académico
... [7] Nicholson a felhasználó-központú elméleti keretben mélyül el, betekintést nyújtva az értelmes gamifikációs tervezésbe. [8] -Bár az oktatás és az építészetpedagógia között párhuzamosságok vannak, a gamifikáció sikeres megvalósításához szükség van a tanulási célokkal való kontextuális összehangolásra. Ezek az eredmények együttesen aláhúzzák a gamifikációnak az oktatásba és építészetpedagógiába való integrálásában rejlő átalakító potenciálját, mindkét területet az elköteleződés, a kreativitás és az együttműködő tanulás újszerű lehetőségeivel gazdagítva. ...
Az építészeti oktatás fejlesztése gamifikációval a tervezési alapképzésen. Az építészeti kompozíció tárgy egyetemünkön az építészeti oktatás alapképzésének része, ahol a hallgatók megtanulják a különböző elemek tervekben való koherens szintetizálását. A sakk mint gamifikációs eszköz integrálása az építészeti oktatásba a sakkban rejlő stratégiai gondolkodás és a kreatív tervezési folyamatok közötti szinergián alapul. Ez az integráció kihasználja a sakk problémamegoldó dinamikáját az innovatív tervezési megoldások ösztönzésére, igazodva a tanulás kognitív elméleteihez. A gamifikációs elvek, például a motiváció és az elköteleződés beépítésével a megközelítés hozzájárul a diákok kreativitásához, elkötelezettségéhez, készségeik holisztikus fejlesztéséhez. A tanulmány célja, hogy felmérje a sakk gamifikációs integrálásának hatását az építészeti tervezési kreativitásra és a hallgatók elkötelezettségére. Feltárja ennek az innovatív megközelítésnek az elméleti alapjait, módszertanát, eredményeit és következményeit.
... Pero las desventajas también son obvias Ryan & Deci (2000) plantea que puede crear una dependencia excesiva de las recompensas extrínsecas puede conducir a una motivación superficial, en la que los estudiantes participan únicamente por motivación y no por interés real en el contenido educativo. Igualmente, Nicholson (2012) plantea que una gamificación mal diseñada puede generar una competencia nociva entre los estudiantes, distrayéndolos de los objetivos de la educación primaria e impactando negativamente en la calidad del aprendizaje. ...
En este artículo, el propósito es revisar la literatura que examina la relación existente entre la gamificación, motivación y el rendimiento académico para contribuir al debate científico en este tema. La gamificación sirve como una estrategia de enseñanza innovadora que puede promover la motivación para mejorar el rendimiento académico, y varios estudios han demostrado los beneficios de la gamificación en diversos contextos educativos. Estos estudios abarcan desde la educación primaria hasta la secundaria y contribuyen al desarrollo de interpretaciones históricas e incluso universitarias. Se realizó una revisión sistemática que destaca el potencial de la gamificación para que los estudiantes de primaria mejoren en el proceso de aprendizaje. También se investigó cómo la gamificación puede promover el aprendizaje innovador en las instituciones de educación secundaria. Al igual que con las investigaciones sobre gamificación, motivación y rendimiento educativo, los esfuerzos de gamificación educativa se han relacionado con la motivación y el rendimiento académico de los estudiantes de secundaria. En educación superior, exploramos experiencias con la gamificación en España y exploramos las percepciones de los estudiantes sobre esta estrategia. En resumen, la gamificación ha demostrado ser una estrategia eficaz para promover la motivación en los estudiantes en educación básica media para mejorar el rendimiento académico, pues resalta su aplicación en diferentes niveles educativos y áreas temáticas, demostrando su potencial en el proceso de aprendizaje y proporciona motivación positiva para mejorar el rendimiento académico.
... a sense of achievement (Kapp, 2012). However, critics raise concerns about the potential for superficial engagement and the need for careful design to ensure meaningful learning experiences (Nicholson, 2012). ...
This research paper investigates the effectiveness of gamification as a pedagogical strategy for enhancing cognitive skills development among
students in higher education, with a particular focus on learners specializing in Electronics and Sensors. In recent years, gamification has become a promising strategy to engage students and promote active learning experiences. However, its impact on cognitive skill development, especially in specialized academic domains, remains relatively underexplored. Through a case study methodology, this research assesses the influence of gamified learning interventions on students' cognitive
abilities, encompassing skills like problem-solving, critical thinking, and decision-making. Data was collected through pre- and post-intervention assessments, student surveys, and qualitative feedback sessions. Results indicate significant improvements in cognitive skills among participants
exposed to gamified learning experiences compared to those in traditional instructional settings. The findings suggest that gamification holds
promise as a viable educational tool for fostering cognitive skill development in higher education contexts, particularly within specialized fields such as Electronics and Sensors. This study adds to the expanding body of research on gamification in education and provides valuable insights into its potential to enhance learning outcomes in technical
disciplines. Future research directions and implications for practice are discussed to further leverage the benefits of gamification approaches in higher education settings.
... While these elements are simple yet powerful tools that provide feedback on users' progression and achievements, it greatly oversimplifies to believe that PBLs and other extrinsic rewards alone can transform any system into an effective gamified system. In fact, a core aspect of gamification is to achieve a proper balance between intrinsic and extrinsic motivation, as well as to enable individuals to make meaningful choices [31,32]. ...
The concept of gamification, originally rooted in digital media and game design, has increasingly emerged as a pivotal element in psychology and engagement strategies. Its application spans diverse domains within healthcare, offering innovative solutions to transform patient care through behavior modification and heightened engagement. This contemporary perspective explores theoretical frameworks and provides a critical interdisciplinary examination of current advancements in gamification for mental health and health psychology, identifying existing knowledge gaps and projecting future trends and research directions within these contexts. Based on this, concise criteria for designing, implementing, and evaluating gamification in healthcare, aligned with acknowledged best practices to promote ethical, fair, and trustworthy systems, are outlined, establishing a robust theoretical framework to design gamified interventions and scientifically evaluate their impact.
... [39]. This is done by incorporating clear goals, rewards, progression, challenge, and feedback and achievements, into an educational setting [40]. Content gamification transforms content into a game-like experience. ...
In recent years, there has been a rising interest in using gamification to promote local intangible cultural heritage. Gamification can make cultural heritage more accessible and relatable by transforming traditional practices into interactive digital experiences. Traditional hand-woven fabrics of tribal communities of Northeast India represent their cultural expression and identity. However, industrialization and globalization have negatively affected the inheritance of the traditional weaving practice. Their traditional fabrics also carry a rich legacy of oral narratives, which are underappreciated and at risk of being lost due to lack of adequate documentation. This paper proposes a gamified system model to disseminate the oral cultural expressions associated with tribal fabrics and their textile heritage. It also integrates instructional design approach for creating a gamified learning environment for fostering cultural awareness and education among young generation of the tribal communities. This model may also offer a new approach for digitally archiving indigenous intangible cultural heritage.
... As Shahri et al. [41] elucidate, gamification can straddle the line between a motivational tool and a source of unjustified and undue pressure, potentially impacting social and mental well-being in educational institutions or within healthcare organizations, leading to unwanted tensions and conflicts. Ethical deployment in healthcare education necessitates a balance, ensuring gamification does not devolve into "exploitation-ware" [42], where the drive for virtual rewards overtakes or, at least, overshadows the intrinsic value of learning and patient care. We need to standardize an ethical framework that must be sensitive to personal and cultural values, safeguard privacy, and foster an environment where gamification serves as an enhancement rather than a detriment to the educational experience [43]. ...
This chapter explores the burgeoning potential of AI-powered gamification in revolutionizing medical education. Gamification, the application of game design elements in non-game settings, fosters engagement and improves knowledge retention. When infused with AI, gamification offers a personalized learning experience with adaptive difficulty and immersive simulations. This personalized approach empowers both healthcare professionals and patients. The chapter explores the transformative potential of AI-powered gamification for enhancing skill development, knowledge retention, and patient engagement. It also acknowledges the importance of addressing ethical and practical challenges, such as development costs, data privacy, and the potential impact on healthcare culture. By harnessing the strengths of AI and gamification, we can create a future where medical education is not only effective but also engaging and empowering.
... Gamification is defined as a process of enhancing a service with affordances for game experiences in order to support the user's overall value creation (Hamari, 2013;Huotari and Hamari, 2012). In this context, gamification is an approach that develops a habit of engagement by offering meaningful intrinsic motivations and takes into account users' needs and goals (Nicholson, 2012;Rapp, 2013). Gamification enables learners to have more meaningful learning experiences by using strategies to increase their motivation and is considered as an approach that can be used to ensure learners' engagement in and the sustainability of learning experiences from e-learning processes (Sezgin et al., 2018). ...
This chapter, aims to give a brief analysis of the relation between liberal capitalist state and feminism. In other words, the chapter seeks an answer to a simple question: What is the relation between liberal capitalist state and feminism? To this end; by pointing out basic dimensions of feminist issue, it is pointed out that what feminists demand from state in the first part of the study. The second part of the study focuses on the comparative analysis of Liberal and Marxist understandings of feminist issue. In the third part of the study, it is argued that capitalist liberal state
is not able to respond feminist demands, for liberal capitalist state benefits from feminism in realizing capitalism needs.
... Game design elements include mechanics (i.e., the rules or components), dynamics (i.e., the behavior of the player with mechanics), and aesthetics (i.e., the emotional responses of the player) (Landers et al., 2018). The idea of gamification is to make solutions, services, and activities fun by offering meaningful choices, feedback, and autonomy (Nicholson, 2012). ...
The emergence of augmented reality (AR) and gamification in higher education has gained relevance by virtue of their usefulness in learning spaces. Prior research has examined these technologies separately, but less is known about the impact of combining AR and gamification in the area of web development. This article examined how different educational materials on web development influence students' motivation and learning in higher education. The educational materials included lecture notes, an AR prototype, and an AR prototype with gamification. A web-based experiment involving 95 students demonstrated that using AR could enhance students' motivation compared to conventional educational materials, such as lecture notes. However, compared with using only AR, the combination of AR and gamification did not enhance students' motivation or learning. The findings may serve as a basis to further AR in higher education and support authors in the design of AR in course literature.
... The competition, rewards, and progress tracking features were key motivational factors that sustained participants' motivation throughout the language learning process. These findings align with previous research that emphasizes the role of gamification in enhancing motivation and engagement in educational contexts (Nicholson, 2015;Plass et al., 2009). ...
This paper presents a mixed-methods study that investigates the effectiveness of gamification in mobile language learning applications. The study explores how gamification elements influence language learning outcomes, motivation, and engagement. The specific game used in this study is "LanguageQuest," a gamified language learning application that incorporates interactive activities, challenges, rewards, and progress tracking features. The study employs a combination of qualitative and quantitative methods to gather data from language learners who used the LanguageQuest app. The findings provide valuable insights into the impact of gamification on language learning and offer implications for language educators and app developers.
... If we consider the game activity, at least two expressions have emerged to describe this type of transformation: gamification [57,58] and playful design [59]. Gamification aims to change people's attitude directly or indirectly by modifying the context in which they operate, through the integration of game design elements or elements reminiscent of the gaming universe, to make the work context more stimulating. ...
Games, play and, by extension, gamification, or playification activities can be seen as sources of inspiration for the development of many and varied devices. The scientific literature on the subject and the tools, activities, or systems used are in full development and focus as much on the characteristics of the forms as on the characteristics of the components themselves. It therefore seemed appropriate and justified to link these uses to knowledge management. Indeed, each aspect of knowledge management can be associated with one or more categories of serious games, serious play, game with a purpose, game-derived, etc. Knowledge management can thus be used as a model for a meta-analysis of game-derived forms employed within organizations. It seems equally relevant to us to reflexively question the categories of jobs inspired by and derived from games, and to define their main characteristics, as contributions to the strands of knowledge management. A whole field of practice and study can thus be revealed at the intersection of those of knowledge management and forms of devices or professional tasks more or less inspired by games.
... Many of the critiques center on the dynamics implied in the giving of rewards. Nicholson (2012) for example, argues that employing games should not be used to imply an automatically engaging experience, and cites Deci, Koestner, and Ryan (2001) who found that internal motivation was actually reduced by the giving of any kind of reward. Kim, Son, Lockee and Burton (2018) also raise the problem of pointsification, wherein awarding points inadvertently and/or misleadingly becomes the main feature of and reason for playing games. ...
El hábito lector en la educación primaria y secundaria es un pilar fundamental para el desarrollo cognitivo, crítico y social de los estudiantes. No obstante, diversos estudios han señalado una preocupante disminución en los índices de comprensión lectora y en el interés por la lectura en edades tempranas, lo que impacta negativamente en el rendimiento académico y en el desarrollo del pensamiento crítico. Este artículo presenta una revisión bibliográfica exhaustiva sobre las estrategias de animación a la lectura, evaluando su efectividad en la motivación de los estudiantes y en la mejora de la comprensión lectora. Se analizan enfoques tradicionales, como la lectura en voz alta, los clubes de lectura y la narración oral, así como metodologías innovadoras, como la gamificación, el uso de plataformas digitales y el aprendizaje basado en proyectos. Además, se abordan los desafíos que enfrentan los docentes en la aplicación de estas estrategias y se proponen recomendaciones para optimizar su implementación en los entornos educativos. La revisión concluye que el éxito en la animación a la lectura radica en la combinación de estrategias adaptadas a las necesidades e intereses de los estudiantes, promoviendo un aprendizaje significativo y una relación positiva con la lectura.
Amaç: Bu araştırmada e-Nabız kullanıcısı olan tıp fakültesi öğrencilerinin e-Nabız sisteminin oyunlaştırılmasına yönelik motivasyonlarının ve algı düzeylerinin belirlenmesi amaçlanmıştır. Yöntem: 2022-2023 eğitim ve öğretim yılında Üsküdar Üniversitesi Tıp Fakültesi’nde öğrenci olan 166 kadın ve 122 erkek olmak üzere toplam 288 kişiye yüz yüze anket uygulanmıştır. Çalışma kapsamında nicel araştırma yöntemlerinden betimleme yöntemi kullanılmıştır. Bulgular: Her gün e-Nabız sistemine giriş yapan kullanıcıların Oyun Motivasyonu alt ölçeğindeki önermelere daha olumlu bakış açısıyla yaklaştığı tespit edilmiştir. Her gün e-Nabız sistemine giren katılımcıların oranı ile arada sırada giren katılımcıların oranı arasında istatistiksel açıdan bulunan anlamlı fark da bu sonucu desteklemektedir (p<0.05). Oyunlaştırma uygulamaları hakkında bilgi sahibi olan katılımcıların e-Nabız sisteminin oyunlaştırılmasına ilişkin daha olumlu bir algı ve bakış açısına sahip olduğu ortaya konulmuştur (p<0.05). Katılımcıların %84’ü e-Nabız sistemi üzerinden oyunlaştırma uygulamasını kullanmak istediğini belirtmiştir. Sonuç: Katılımcıların çoğunluğunun e-Nabız sisteminin oyunlaştırılması konusunda yüksek motivasyona ve olumlu algıya sahip olduğu tespit edilmiştir. Oyunlaştırılmış yöntemler ve arayüz özellikleri, e-Nabız sisteminin kullanım oranlarını artırma potansiyeline sahiptir. Bu nedenle oyunlaştırılmış sistemlerin tasarımı ve sistemin daha etkin kullanımına yönelik çalışmaların yapılması önem kazanmaktadır.
italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:
This article investigates the impact of gamified learning on high school students (grades 9–12) in computer science, emphasizing learner engagement, knowledge improvement, and overall satisfaction. It contributes insights into the effectiveness of gamification in enhancing educational outcomes.
Background:
Gamification in education is explored, focusing on its potential to address challenges in learner engagement. The study draws on gamification principles and user-centered design frameworks to create meaningful gamified learning experiences.
Intended Outcomes:
The study aims to measure knowledge improvement, overall satisfaction, and engagement in gamified learning. It seeks to assess the effectiveness of the designed educational games in enhancing algorithmic, computational, and analytical thinking skills.
Application Design:
Utilizing an agile development process, Unity game engine, and Swift Core-AR, this article details the creation of user-centered gamified environments. It outlines the deployment methodology for augmented reality-based games, emphasizing iterative design based on user feedback.
Findings:
Statistical analyses show positive correlations between overall satisfaction, engagement, and motivation with knowledge improvement. The paired
t
-test reveals a significant increase in knowledge levels post-gamification. One-way alternative to the one-way analysis of variance underscores the influence of satisfaction on knowledge improvement, highlighting its critical role.
In the 21st century, numerical and problem-solving skills are crucial, yet many Filipino students struggle in these areas, prompting the need for effective educational interventions. Gamification, integrating game design elements into learning, has shown a potential to enhance student engagement and skills, although previous research provides mixed results. This study aimed to explore the effects of online gamification in teaching mathematics to Grade 12 Filipino students, focusing on its benefits and challenges. Using a mixed-method convergent design, the study involved 94 students who were assessed through pretest and post-test evaluations. Z-tests, paired t-tests, and t-tests for two independent samples were used to measure performance changes. Interviews were conducted and analyzed through Miles and Huberman’s Thematic Framework to understand students’ experiences. Findings revealed that the experimental group, which used online gamification, showed significantly more improvement in pre-and post-test scores than the control group. However, post-test performance levels between both groups were similar, indicating that gamification is as effective as traditional teaching methods in the long term. Despite challenges such as connectivity issues and limited computer skills, students reported positive experiences with gamification, including increased enjoyment, enhanced motivation, personalized progression, and reduced pressure. The study underscores that while online gamification can boost student engagement and initial learning outcomes, its effectiveness is comparable to traditional methods over time. To optimize its benefits, improvements in digital infrastructure, more platform options, and enhanced computer literacy training are recommended. Overall, online gamification holds promise as a valuable educational tool, particularly for initial learning phases.
Virtual learning communities filled with rich gamification elements are convenient for learners. Exploring the impact of gamification in virtual learning communities has become an important topic. However, the impact of different types of gamification elements on users varies. The impact is not only positive but also negative. In addition to learning behavior, users’ sharing behavior is also important for improving learning efficiency and community activity and deserves to be investigated. Therefore, this study combines the technology acceptance model and privacy paradox theory to discuss the two-sided effects of three types of gamification elements (achievement, social, and immersion) on users’ perceived benefits (perceived usefulness and perceived ease of use) and perceived risks (perceived privacy risks) in virtual learning communities, as well as the role of these effects in fostering users’ sharing intentions and behaviors. In this study, 483 respondents’ data were collected from 11 virtual learning communities for PLS-SEM analysis. The findings indicate that achievement and social elements positively influence perceived usefulness and ease of use, while immersion elements are related only to perceived ease of use. Social factors had a positive effect on perceived privacy risk. Furthermore, perceived usefulness and ease of use significantly influenced sharing intentions and behaviors, while perceived privacy risk had a negative impact. This study distinguishes between different gamification elements in virtual learning communities and constructs a model of the two-sided effect of gamification on user sharing, which complements previous studies and provides practical insights for community managers.
Graphical Abstract
This chapter describes blended learning in all its facets to provide a perspective on its potential uses as a solution to limitations in traditional and online educational endeavors, as well as the conceivable drawbacks of utilizing blended learning. The term refers to a wide range of activities including everything from entirely face-to-face learning to entirely online learning, but not both. Moving to entirely online education is costly and argued to lack some of the key presence-related social attributes; this is why blended learning is praised by many for its ability to incorporate the features of online learning with the “interactivity” of traditional settings, while also being considered as a challenge in terms of finding the ideal proportions of the mix. This chapter compares and summarizes some of the common blended learning models found in the literature and continues with drawing a conceptual framework, then briefly introduces the advantages and disadvantages. The remainder of the chapter concludes with a concise presentation of current research trends on blended learning.
The study aimed to identify the effectiveness of employing a gamification strategy in developing of an academic achievement and motivation towards learning the technology among female students of the tenth grade academic in Gaza, To achieve the objectives of the study, the researcher used the experimental method where it was applied to a randomly selected sample consisting of (70) female students of the tenth grade in the Sabra and Shatila Secondary School, divided into 35 groups for the experimental group and 35 for the control group. The experiment was implemented in the second semester of the academic year (2017 - 2018), where the researcher prepared an achievement test in the field of technology. The validity of the test was verified by referees validity and internal Consistency. It also prepared the motivation scale towards learning the technology and confirmed. The results showed statistically significant differences in student achievement in technology for the group studied in the gamification method. The result of the motivation scale towards learning the technology showed positive results for the gamefication method.
Öğrenme süreçlerinin öğrenciler için ilgi çekici olmaması ve konu içeriğinin öğrencilere yeterince somutlaştırılmadan aktarılması öğrencilerin derse karşı motivasyonunu olumsuz yönde etkilemektedir. Öğrencilerin öğrenmeye karşı istekli olmaları için onların motive olmalarını sağlayan öğrenme etkinliklerine yer verilmesi büyük önem arz etmektedir. Oyunlaştırma, öğrencilerin motive olmalarını sağlayabilecek yöntemlerden biridir. Oyunlaştırma, oyun mekanik, dinamik ve bileşenlerinin oyun olmayan ortamlara aktarılması olarak ifade edilmektedir. Diğer taraftan, günümüzde bilgi ve iletişim teknolojileri insanlar tarafından yoğun olarak kullanılmaktadır. Özellikle Z kuşağı teknolojiyle iç içe olmasına rağmen dijital ortamdaki internet etik kurallarından, siber zorbalıktan, dijital tehlikelerden ve güvenlik sorunlarından habersizdir. Bu çalışma, bahsedilen sorunların çözümüne yönelik farkındalık oluşturması bakımından önem arz etmektedir. Bu araştırmanın amacı, ortaokul altıncı sınıf bilişim teknolojileri ve yazılım dersinde yer alan etik ve güvenlik ünitesinin oyunlaştırma temelli öğretiminin öğrencilerin akademik başarısı, tutumu, motivasyonu ve öğrenmede kalıcılığı üzerindeki etkisini incelemektir. Araştırma, 2022-2023 öğretim yılı bahar döneminde Kilis İl Milli Eğitim Müdürlüğü'ne bağlı bir ortaokulda 43 öğrenci ile gerçekleştirilmiştir. Bu araştırma nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı karma yöntem ile yürütülmüştür. Araştırmanın nicel boyutunda yarı deneysel desenlerden ön test son test kalıcılık testi kontrol grupsuz desen tercih edilirken nitel boyutunda görüşme tekniği kullanılmıştır. Veri toplama araçları olarak akademik başarı testi, tutum ve motivasyon ölçekleri, yarı yapılandırılmış görüşme formları ve oyunlaştırma temelli öğrenme ortamına ait sistem kayıtları kullanılmıştır. Oyunlaştırma temelli öğrenme ortamı; gelişim durumu (ilerleme göstergesi), puan, rozet, seviye, rütbe, avatar, deneyim puanı, liderlik panosu ve ödül gibi bileşenlerle zenginleştirilmiştir. Deneysel süreçte elde edilen nicel veriler SPSS 25.0 paket programı ile analiz edilmiştir. Öğrencilerin uygulama öncesi akademik başarı testi puanı X̄=16,14 iken, uygulama sonrası başarı testi puanı X̄=28,77, kalıcılık testi puanı ise X̄=28,62 olarak hesaplanmıştır. Akademik başarı testi için hesaplanan etki büyüklüğü değeri d=1.756'dır. Öğrencilerin uygulama öncesi tutum ölçeği puanı X̄=89,95 iken, uygulama sonrası tutum ölçeği puanı X̄=100,77, kalıcılık testi puanı ise X̄=99,88 olarak hesaplanmıştır. Tutum ölçeği için hesaplanan etki büyüklüğü değeri d=1.067'dir. Öğrencilerin uygulama öncesi motivasyon ölçeği puanı X̄=43,93 iken, uygulama sonrası motivasyon ölçeği puanı X̄=50,09, kalıcılık testi puanı ise X̄=49,47olarak hesaplanmıştır. Motivasyon ölçeği için hesaplanan etki büyüklüğü değeri d=0.961'dir. Nicel bulgulara göre öğrencilerin akademik başarı, tutum ve motivasyon ön test puanları ile son test puanları arasında anlamlı farklılık olduğu ortaya çıkmış, kalıcılık testinde de uygulamanın etkisinin devam ettiği görülmüştür. Ayrıca hesaplanan etki büyüklüğü değerleri, Cohen'in (1988) etki büyüklüğü sınıflamasına göre büyük düzeyde bir etki değerine karşılık gelmektedir. Yarı yapılandırılmış görüşmelerden elde edilen nitel veriler içerik analizi kullanılarak çözümlenmiştir. Nitel bulgulara göre oyunlaştırma temelli öğrenme ortamının öğrenci başarısını ve öğrenmeyi desteklediği, eğlenceli bir öğrenme imkanı sunduğu, derse yönelik motivasyonu olumlu yönde etkilediği, konuların içselleştirilmesini sağladığı ifade edilmiştir. Görüşmelerden elde edilen nitel bulgular nicel bulguları desteklemektedir. Araştırma sonuçlarından yola çıkarak oyunlaştırma temelli öğrenme ortamının öğrenciler ve öğretmen tarafından faydalı bulunduğu ifade edilmekte ve diğer dersler için de bu yöntemin kullanılması gerektiği önerilmektedir.
Anahtar Kelimeler: Oyunlaştırma, Eğitimde Oyunlaştırma, Oyunlaştırılmış Öğrenme Ortamı, Etik ve Güvenlik, Bilişim Teknolojileri.
The fact that learning processes are not interesting for students and that the subject content is conveyed to students without being concretized sufficiently negatively affects students' motivation towards the lesson. In order for students to be eager to learn, it is of great importance to include learning activities that motivate them. Gamification is one of the methods that can motivate students. Gamification is defined as the transfer of game mechanics, dynamics and components to non-game environments. On the other hand, information and communication technologies are used intensively by people today. Although especially Generation Z is intertwined with technology, they are unaware of internet ethics, cyberbullying, digital dangers and security problems in the digital environment. This study is important in terms of raising awareness for the solution of these problems. The aim of this study is to examine the effect of gamification-based teaching of the ethics and security unit in the sixth grade information technologies and software course on students' academic achievement, attitude, motivation and retention in learning. The research was conducted with 43 students in a secondary school affiliated to Kilis National Education Directorate in the spring semester of the 2022-2023 academic year. This research was conducted with a mixed method in which quantitative and qualitative research methods were used together. In the quantitative dimension of the study, a quasi-experimental pre-test post-test retention test without control group design was preferred, while the interview technique was used in the qualitative dimension. Academic achievement test, attitude and motivation scales, semi-structured interview forms and system records of gamification-based learning environment were used as data collection tools. The gamification-based learning environment was enriched with components such as progress (progress indicator), points, badges, levels, ranks, avatars, experience points, leaderboards and rewards. Quantitative data obtained in the experimental process were analyzed with SPSS 25.0 package program. While the academic achievement test score of the students before the application was X̄=16.14, the achievement test score after the application was X̄=28.77 and the retention test score was X̄=28.62. The effect size value calculated for the academic achievement test was d=1.756. While the attitude scale score of the students before the application was X̄=89.95, the attitude scale score after the application was X̄=100.77 and the retention test score was X̄=99.88. The effect size value calculated for the attitude scale was d=1.067. While the motivation scale score of the students before the application was X̄=43.93, the motivation scale score after the application was X̄=50.09 and the retention test score was X̄=49.47. The effect size value calculated for the motivation scale was d=0.961. According to the quantitative findings, there was a significant difference between the students' academic achievement, attitude and motivation pre-test scores and post-test scores, and it was seen that the effect of the application continued in the retention test. In addition, the calculated effect size values correspond to a large effect size according to Cohen's (1988) effect size classification. Qualitative data obtained from semi-structured interviews were analyzed using content analysis. According to the qualitative findings, it was stated that the gamification-based learning environment supported student achievement and learning, provided a fun learning opportunity, positively affected motivation towards the lesson, and enabled internalization of the subjects. The qualitative findings obtained from the interviews support the quantitative findings. Based on the results of the research, it is stated that the gamification-based learning environment is found useful by students and teachers and it is suggested that this method should be used for other courses.
Key Words : Gamification, Gamification in Education, Gamified Learning Environment, Ethics and Security, Information Technologies.
Este trabalho envolveu uma pesquisa situada na Linguística Aplicada (LA) que teve como objetivo geral mapear parte da produção científica relativa à gamificação no contexto híbrido e remoto de ensino-aprendizagem de línguas. Como objetivos específicos, propôs-se investigar a ocorrência deste assunto nos principais periódicos do campo da Linguística Aplicada no Brasil e identificar a relação entre a gamificação e o ensino-aprendizagem de línguas nos últimos seis anos, entre 2018-2023. A pesquisa foi fundamentada no paradigma qualitativo (CRESWELL, 2013) e realizada por meio de levantamento bibliográfico (MARCONI; LAKATOS, 2003). Com a pandemia do SARS-CoV-2 (WORLD HEALTH ORGANIZATION, 2020), a educação de todos os níveis teve que navegar pelo universo virtual fazendo valer novas técnicas de ensino-aprendizagem (FREIRE, 2021), nas quais a gamificação estava e ainda está situada. Foram utilizados como fonte de pesquisa, os periódicos Revista Brasileira de Linguística Aplicada (RBLA), The ESPecialist, Linguagem & Ensino, Revista Documentação de Estudos em Linguística Teórica e Aplicada (DELTA), Domínios de Linguagem e o Portal de Periódicos da CAPES. Sobre a gamificação, foi verificado que esta técnica promove o engajamento dos participantes, resultando na satisfação pela superação de limites e conquista de objetivos, pressuposto que pode ser visto pelas lentes da Educação (QUADROS, 2016). Os resultados alcançados apontaram que ainda há um bom espaço para a ampliação da discussão teórica sobre a gamificação nos principais periódicos de LA listados no sítio da ALAB, sendo que três aspectos chamaram a atenção. O primeiro disse respeito à gamificação com o uso de aplicativos e com simuladores do tipo The Sims. O segundo aspecto foi relacionado à aplicação da técnica da gamificação no ensino-aprendizagem de língua italiana e do português como segunda língua, além do português como língua materna e do inglês como língua estrangeira, como já esperado. Finalmente, o terceiro aspecto, relacionou-se à questão da gamificação em relação à formação de alunos e professores críticos-reflexivos, o que vai ao encontro do preconizado por documentos como a Base Nacional Comum Curricular (BNCC) (BRASIL, 2018).
Objective To assess work-related participation impairments and support needs of adult patients in inpatient and day-care treatment at a Swiss psychiatric university hospital. Methodology Cross-sectional survey on a department-dependent cut-off date in May and June 2022 using a standardized structured interview. Results Data were available for 93 patients (response rate 59%), of which 51% (n = 47) stated that they had a job or training place. Patients in first hospitalization and with a job or training place were approached significantly more often. Regardless of age and first hospitalization, 76% of the patients expressed a need for support, of which 92% expressed interest in job coaching. A total of 54% of the patients stated that they had received support from the treatment team. Conclusion From the patients’ point of view, work and education were not addressed by the treatment team across the board and independently of patient characteristics. The need for support was insufficiently met. There is a considerable interest for support programs through job coaching, and this offers opportunities to promote the inclusion of patients in the regular labor market.
This paper presents the design and evaluation of Gamified CollectiveEyes that is a digital infrastructure to collectively share human eyes. Gamified CollectiveEyes collects people’s viewpoints in the world anywhere at all times, and a user sees several collected viewpoints simultaneously in a 3D virtual space. For navigating human viewpoints collected by Gamified CollectiveEyes, we propose a novel abstraction named topic channel in the paper, where a user can choose appropriate viewpoints and hearings that he/she wants to see. After presenting an overview of Gamified CollectiveEyes, we show two user studies to investigate potential opportunities and pitfalls of Gamified CollectiveEyes: the first user study is to investigate the human motivation mechanism to offer their viewpoints and the second user study is to investigate the configuration to present multiple viewpoints. We also show the limitation and future work of the current development of Gamified CollectiveEys.
Bu çalışmada, Türkiye’de İngilizce derslerinde uygulanmış oyunlaştırma yöntemi üzerine yapılmış akademik çalışmaların değerlendirilmesi amaçlanmıştır. Alan yazında eğitimde oyunlaştırma üzerine yazılmış 2014 -2022 yılları arasındaki çalışmalar incelenerek bir sistematik derleme hazırlanmıştır. Tarama çalışmaları Google Akademik, Ulusal Tez Merkezi, DergiPark veri tabanlarından çalışma başlıkları üzerinden yapılmıştır. Tarama süreci sonucunda 14 yüksek lisans, 1 doktora,14 araştırma makalesi ve 1 özgün kitap olmak üzere 30 çalışmaya ulaşılmıştır. Çalışmalar incelendiğinde 3 yüksek lisans tezi ve 6 araştırma makalesi derleme konusu dışında kaldığı için çalışma kapsamına dahil edilmemiş olup kalan 17 çalışma ile süreç tamamlanmıştır. Bu çalışmalar; türleri, desenleri, katılımcıları, amaçları, sonuçları ve önerilerine göre incelenmiştir. Araştırma bulgularına göre, Yabancı dil eğitiminde oyunlaştırma aktivitelerinin öğrenciler ve öğretmenler açısından İngilizce kelime edinimi, motivasyon, öz yeterlik, akademik başarı, konuşma becerileri, sınıf yönetimi, web 2.0 araçları ile dijital oyun geliştirme becerisi üzerinde olumlu etki gösterdiği görülmektedir. Bu sonuçlar doğrultusunda, Yabancı dil eğitiminin yanı sıra birçok farklı disiplinin oyunlaştırma yöntemi kullanılarak müfredatla bütünleşmesi gerektiği önerisinde bulunulmaktadır. Ayrıca Türkiye’de yapılan çalışmalarda seçilen örneklemin daha çok öğrenciler olduğu saptanmış, oyunlaştırma yöntemini kullanmanın öğretmenler üzerindeki etkisinin araştırıldığı çalışmalara pek rastlanmamıştır.
Phishing emails have greatly increased in recent years and have significant financial consequences. Although research has focused on developing training interventions to help older adults become more adept at detecting phishing attempts, studies indicate that younger adults may be more at risk. The present study developed a novel, gamified phishing intervention, IMPAWSTER. To assess the utility of gamifying a phishing intervention, we compared performance benefits for the same phishing intervention, with and without gamification, relative to no intervention. Gamification was employed to increase user motivation and engagement while addressing the three basic needs described by self-determination theory (competence, autonomy, and relatedness). The results indicated that while both the gamified and basic interventions improved users’ phishing detection and made them more cautious, including game elements did not meaningfully improve outcomes. Future research should examine if different gamification elements or longer training sessions can improve phishing detection abilities relative to standard interventions.
This research aims to assess the benefits of gamification and its impact on tourism development at the historical site of Persepolis. The research methodology employed in this study is descriptive-analytical and is based on documentary studies, field investigations, and researcher-designed questionnaires. The target population for this research consists of active individuals in the tourism industry, with a sample size of 354 participants selected. Data analysis was conducted using tests such as average variance extracted (AVE), Fornell-Larcker, factor loading coefficients, Cronbach's alpha, composite reliability, and structural equation modeling, utilizing SPSS and Smart PLS software. The results of this study indicate that gamification exhibits a positive and significant relationship with all four dimensions under investigation: education, branding, loyalty, employment, and income generation. Gamification at Persepolis provides a recreational and educational experience and enables tourists to engage with the culture and history of the country they are visiting in a novel and interactive manner. With an enhanced tourist experience through gamification, Persepolis is poised to become a unique and captivating tourist destination.
تتهدف هذه الدراسة إلى الكشف عن أثر استخدام التلعيب في تنمية مهارات الوعي المعلوماتي لطالبات ما بعد التعليم الأساسي في سلطنة عمان باستخدام المنهج شبه التجريبي، وقد طبقت الدراسة على 43 طالبة من الصف الحادي عشر، وكشفت نتائج الدراسة عن عدم تأثر طالبات المجموعة التجريبية بالبرنامج التدريبي الذي صمم وفق التلعيب، في المقابل تحسن مستوى أداء طالبات المجموعة الضابطة بعد تلقي دروس مهارات الوعي المعلوماتي باستخدام الطريقة التقليدية؛ ومن الأسباب التي تعزى لهذه النتيجة هي زيادة حجم أنشطة التلعيب مقارنة بالمادة العلمية للدروس، وانخفاض اهتمام الطالبات بدروس مهارات الوعي المعلوماتي؛ نظرًا لعدم ارتباط الدروس بالمنهج الدراسي المقرر على الطالبات، و قصر المدة الزمنية التي تم فيها تنفيذ البرنامج، بالإضافة إلى أن بيئة المدرسة لم تكن مهيأة تقنياً، إلا أنه مع ذلك فقد أظهرت نتائج الدراسة التأثير الإيجابي للأنشطة الصفية المصممة وفق التلعيب في رفع مستوى أداء الطالبات في التقويم الصفي مقارنة بالأنشطة المصممة وفق الطريقة التقليدية. وقد أوصت الدراسة بضرورة تنمية مهارات الوعي المعلوماتي، عن طريق وضع خطة واضحة لتنمية مهارات الوعي المعلوماتي لدى الطالبات في البيئة المدرسية عبر المراحل الدراسية المختلفة؛ وذلك من خلال دمجها في المقررات الدراسية، بالإضافة إلى تأهيل المعلمين، واختصاصيي المعلومات في البيئة المدرسية بكل ما يرتبط بمهارات الوعي المعلوماتي، وكيفية تطبيق التلعيب في المجالات العلمية. الكلمات المفتاحية: التلعيب، الوعي المعلوماتي، سلطنة عمان
Structured curriculum in domain-specific knowledge and personal development of graduate attributes are both important components of tertiary education. Prior gamification research in tertiary education has mostly evaluated gamification as a system and largely in structured curriculum-based learning environments. There is insufficient understanding as to how different gamification mechanics affect learning experiences in self-driven personal development areas outside of the structured curriculum. We present a study with 20 tertiary students over seven days with AdventureLEARN, a gamified online platform to engage students in a self-driven journey of continuous personal development alongside their curriculum work. Through an analysis of data collected from experience sampling and focus group discussions, we found that, amongst other findings, gamification mechanics that were meticulously contextualized to specific platform features afforded the most positive experiences across various dimensions, leading to our main insight highlighting the importance of maintaining a co-development process between individual gamification mechanics and platform features.
Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games. Usually summarized as "gamification", this trend connects to a sizeable body of existing concepts and research in human-computer interaction and game studies, such as serious games, pervasive games, alternate reality games, or playful design. However, it is not clear how "gamification" relates to these, whether it denotes a novel phenomenon, and how to define it. Thus, in this paper we investigate "gamification" and the historical origins of the term in relation to precursors and similar concepts. It is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena. Based on our research, we propose a definition of "gamification" as the use of game design elements in non-game contexts.
The "Serious Games" field raises a specific need. People without professional game design skills, such as teachers, corporate trainers, therapists and advertising professionals, request tools that could allow them to create or modify such games. This article will analyze "Gaming 2.0" examples in order to identify tools that could help fulfill this need. Indeed, "Gaming 2.0" is a way for players to create videogame content without skills from the entertainment videogame industry. Can these tools be also used to create "Serious Games"? To answer this question, we will first define a simple theoretical model of videogames. This model outlines four "game parts" that players can create through "Gaming 2.0"-related tools, and it will be used to provide a comparative analysis of fifteen "Gaming 2.0" examples. From this analysis, insights on the relevance of "Gaming 2.0" for the "Serious Games" field will be drawn.
The finding that extrinsic rewards can undermine intrinsic motivation has been highly controversial since it first appeared (Deci, 1971). A meta-analysis published in this journal (Cameron & Pierce, 1994) concluded that the undermining effect was minimal and largely inconsequential for educational policy. However, a more recent meta-analysis (Deci, Koestner, & Ryan, 1999) showed that the Cameron and Pierce meta-analysis was seriously flawed and that its conclusions were incorrect. This article briefly reviews the results of the more recent meta-analysis, which showed that tangible rewards do indeed have a substantial undermining effect. The meta-analysis provided strong support for cognitive evaluation theory (Deci & Ryan, 1980), which Cameron and Pierce had advocated abandoning. The results are briefly discussed in terms of their relevance for educational practice.
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