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Digital Games and Gamification in Education
Editors
Asst. Prof. Dr. Nurullah Taş, Atatürk University, Turkiye
Asst. Prof. Dr. Yusuf İslam Bolat, Kahramanmaraş İstiklal University, Turkiye
Cover Designed by
Kemal Köksal, Kahramanmaraş İstiklal University, Turkiye
ISBN: 978-1-952092-58-9
© 2023, ISTES Organization
The “Digital Games and Gamification in Education” is licensed under a Creative Commons Attribution-
NonCommercialShareAlike 4.0 International License, permitting all non-commercial use, distribution, and
reproduction in any medium, provided the original work is properly cited.
Authors alone are responsible for the contents of their papers. The Publisher, the ISTES Organization, shall not be
liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused
arising directly or indirectly in connection with or arising out of the use of their search material. All authors are
requested to disclose any actual or potential conflict of interest, including any financial, personal, or other
relationships with other people or organizations regarding the submitted work.
Date of Publication
September, 2023
Publisher
ISTES Organization
Monument, CO, USA
Contact
International Society for Technology, Education and Science (ISTES)
www.istes.org
istesoffice@gmail.com
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Citation
Citation
Taş, N. & Bolat, Y. İ. (Eds.). (2023). Digital Games and Gamification in Education. ISTES Organization.
vi
Chapters
Chapter 1 - Introduction to Games and Gamification in Education: Basic Concepts .................................... 1
Nurullah Taş-Yusuf İslam Bolat
Chapter 2 - Theoretical Framework of Games and Gamification in Education ........................................... 12
Nurullah Taş
Chapter 3 - Providing Motivation in Educational Games and Gamification ................................................ 23
Can Meşe
Chapter 4- Game-Based Learning and Gamification Applications in Design Education ............................. 31
Meryem Geçimli-Kemal Köksal
Chapter 5 - Design Patterns in Game Development......................................................................................... 43
Can Meşe
Chapter 6 - Game Engines ................................................................................................................................. 60
Mehmet Gök
Chapter 7 - Analyzing Digital Game Interface Designs in terms of Visual Communication Design ........... 71
Kemal Köksal-Meryem Geçimli
Chapter 8 – Gamification in Education ............................................................................................................ 79
Abdullatif Kaban
Chapter 9 – Gamification Models ...................................................................................................................... 94
Yusuf İslam Bolat
Chapter 10 – Games and Gamification in Online Learning .......................................................................... 110
Hamza Polat
Chapter 11 – Assessment Based Games and Gamification ............................................................................ 126
Önder Yıldırım
Chapter 12 – Smart Toys .................................................................................................................................. 137
Abdulkerim Aydın
Chapter 13 – Gamification in Educational Mobile Apps ............................................................................... 152
Ömer Arpacık
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Table of Contents
PREFACE ............................................................................................................................................................ xvi
Chapter 1 - Introduction to Games and Gamification in Education: Basic Concepts ............................................. 1
Chapter Highlights .................................................................................................................................................. 1
Introduction ............................................................................................................................................................. 2
The Potential of Educational Games ....................................................................................................................... 2
The Impact and Effectiveness of Educational Games ............................................................................................. 2
Games in Education ................................................................................................................................................ 3
The Concept of Video Games ................................................................................................................................. 3
Analog Games: Unplugged Entertainment.............................................................................................................. 3
Digital Games: Exploring a Digital Realm ............................................................................................................. 4
Simulations: Bridging the Virtual and Real Worlds................................................................................................ 5
Exploring Gamification in Education and Beyond ................................................................................................. 6
Harnessing the Power of Game-Based Learning..................................................................................................... 7
Serious Games: Merging Playfulness with Purpose ................................................................................................ 8
Chapter Summary ................................................................................................................................................... 8
References ............................................................................................................................................................... 9
Chapter 2 - Theoretical Framework of Games and Gamification in Education .................................................... 12
Chapter Highlights ................................................................................................................................................ 12
Introduction ........................................................................................................................................................... 13
Self-Determination Theory ................................................................................................................................... 14
Flow Theory .......................................................................................................................................................... 14
Fogg Behavior Model ........................................................................................................................................... 15
Cognitive Load Theory ......................................................................................................................................... 16
Narrative Theory ................................................................................................................................................... 17
Player Types Theory ............................................................................................................................................. 17
Hedonic Motivation Theory .................................................................................................................................. 18
Goal Setting Theory .............................................................................................................................................. 18
Chapter Summary ................................................................................................................................................. 19
References ............................................................................................................................................................. 20
Chapter 3 - Providing Motivation in Educational Games and Gamification ......................................................... 23
Chapter Highlights ................................................................................................................................................ 23
Introduction ........................................................................................................................................................... 24
Intrinsic Motivation ............................................................................................................................................... 24
Extrinsic Motivation ............................................................................................................................................. 25
Operant Conditioning ............................................................................................................................................ 26
Self-Determination Theory (SDT) ........................................................................................................................ 27
Flow ...................................................................................................................................................................... 28
Chapter Summary ................................................................................................................................................. 28
References ............................................................................................................................................................. 29
Chapter 4- Game-Based Learning and Gamification Applications in Design Education ..................................... 31
Chapter Highlights ................................................................................................................................................ 31
Introduction ........................................................................................................................................................... 32
Basic Concepts ...................................................................................................................................................... 32
Engagement ........................................................................................................................................................... 33
Flow ...................................................................................................................................................................... 33
Edutainment .......................................................................................................................................................... 34
Gamification ......................................................................................................................................................... 35
Game-Based Learning ........................................................................................................................................... 35
Design Education and Game/Play ......................................................................................................................... 36
Chapter Summary ................................................................................................................................................. 38
References ............................................................................................................................................................. 39
Chapter 5 - Design Patterns in Game Development .............................................................................................. 43
Chapter Highlights ................................................................................................................................................ 43
Introduction ........................................................................................................................................................... 44
Game Development Process ................................................................................................................................. 44
Design Patterns in Game Development ................................................................................................................ 44
Creational Design Pattern ..................................................................................................................................... 46
Factory Pattern .................................................................................................................................................. 46
Build Pattern ..................................................................................................................................................... 47
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Abstract Factory Pattern .................................................................................................................................... 47
Prototype Pattern ............................................................................................................................................... 47
Singleton Pattern ............................................................................................................................................... 48
Creational Design Pattern ..................................................................................................................................... 49
Adapter Pattern ................................................................................................................................................. 49
Bridge Pattern ................................................................................................................................................... 49
Composite Pattern ............................................................................................................................................. 50
Decorator Pattern .............................................................................................................................................. 50
Facade Pattern ................................................................................................................................................... 51
Flyweight Pattern .............................................................................................................................................. 51
Proxy Pattern ..................................................................................................................................................... 51
Behavioral Design Pattern ..................................................................................................................................... 51
Chain of Responsibility ..................................................................................................................................... 51
Command Pattern .............................................................................................................................................. 52
Interpreter Pattern ............................................................................................................................................. 55
Iterator Pattern ................................................................................................................................................... 55
Mediator Pattern ................................................................................................................................................ 56
Memento Pattern ............................................................................................................................................... 56
Observer Pattern ................................................................................................................................................ 56
State Pattern ...................................................................................................................................................... 56
Strategy Pattern ................................................................................................................................................. 56
Template Method .............................................................................................................................................. 57
Visitor Pattern ................................................................................................................................................... 57
Unity Design Pattern ......................................................................................................................................... 57
Chapter Summary ................................................................................................................................................. 58
References ............................................................................................................................................................. 58
Chapter 6 - Game Engines .................................................................................................................................... 60
Chapter Highlights ................................................................................................................................................ 60
Introduction ........................................................................................................................................................... 61
Game Engine Architecture and Fundamentals ...................................................................................................... 61
Modularity ............................................................................................................................................................. 64
Usability ................................................................................................................................................................ 64
Library Resources ................................................................................................................................................. 64
Efficiency .............................................................................................................................................................. 64
Game Engine Types .............................................................................................................................................. 65
Unity ................................................................................................................................................................. 65
Unreal Engine ................................................................................................................................................... 66
GameMaker ....................................................................................................................................................... 66
CryEngine ......................................................................................................................................................... 66
Godot ................................................................................................................................................................. 67
Advantages of Game Engines ............................................................................................................................... 67
Chapter Summary ................................................................................................................................................. 68
References ............................................................................................................................................................. 69
Chapter 7 - Analyzing Digital Game Interface Designs in terms of Visual Communication Design ................... 71
Chapter Highlights ................................................................................................................................................ 71
Introduction ........................................................................................................................................................... 72
Communication ..................................................................................................................................................... 72
Digital Game Interface Designs in terms of Visual Communication Design ........................................................ 73
Rhythm .................................................................................................................................................................. 74
Alignment ............................................................................................................................................................. 75
Typography ........................................................................................................................................................... 75
Colors .................................................................................................................................................................... 76
Conclusion ............................................................................................................................................................ 76
Chapter Summary ................................................................................................................................................. 77
References ............................................................................................................................................................. 77
Chapter 8 – Gamification in Education ................................................................................................................. 79
Chapter Highlights ................................................................................................................................................ 79
Introduction ........................................................................................................................................................... 80
The Theoretical Framework of Gamification ........................................................................................................ 81
Elements of Gamification ..................................................................................................................................... 83
Benefits of Gamification in Education .................................................................................................................. 84
Gamified Learning Experience Design ................................................................................................................. 84
Gamification Tools and Platforms ........................................................................................................................ 85
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Kahoot ............................................................................................................................................................... 86
Quizizz .............................................................................................................................................................. 86
Socrative ........................................................................................................................................................... 88
Gamification and Future Trends ........................................................................................................................... 89
Chapter Summary ................................................................................................................................................. 90
References ............................................................................................................................................................. 90
Chapter 9 – Gamification Models ......................................................................................................................... 94
Chapter Highlights ................................................................................................................................................ 94
Introduction ........................................................................................................................................................... 95
Werbach & Hunter D6 Model ............................................................................................................................... 95
D1: Set Goals .................................................................................................................................................... 96
D2: Delineate Target Behaviors ........................................................................................................................ 96
D3: Describe your players ................................................................................................................................. 97
D4: Devise Activity Cycles ............................................................................................................................... 97
D5: Don’t Forget the Fun .................................................................................................................................. 97
D6: Deploy the Appropriate Tools .................................................................................................................... 97
Elements of Gamification ..................................................................................................................................... 98
Octalysis Gamification Model .............................................................................................................................. 99
Epic Meaning .................................................................................................................................................. 100
Achievement ................................................................................................................................................... 101
Empowerment and feedback ........................................................................................................................... 101
Ownership ....................................................................................................................................................... 101
Social Impact and Relatedness ........................................................................................................................ 101
Scarcity ........................................................................................................................................................... 101
Unpredictability .............................................................................................................................................. 102
Avoidance ....................................................................................................................................................... 102
Hook Model ........................................................................................................................................................ 102
SAPS Gamification Model .................................................................................................................................. 103
Status ............................................................................................................................................................... 104
Access ............................................................................................................................................................. 104
Power .............................................................................................................................................................. 105
Stuff................................................................................................................................................................. 105
Huang and Soman's Gamification Model in Education ...................................................................................... 105
Identifying the Target Audience and Context ................................................................................................. 106
Defining Learning Objectives ......................................................................................................................... 106
Structuring the Experience .............................................................................................................................. 106
Identifying Resources...................................................................................................................................... 106
Implementation of Gamification Elements ..................................................................................................... 107
Chapter Summary ............................................................................................................................................... 107
References ........................................................................................................................................................... 107
Chapter 10 – Games and Gamification in Online Learning ................................................................................ 110
Chapter Highlights .............................................................................................................................................. 110
Introduction ......................................................................................................................................................... 111
Online Learning .................................................................................................................................................. 112
Games in Online Learning .................................................................................................................................. 114
Types of Games in Online Learning ................................................................................................................... 115
Serious Games ................................................................................................................................................. 115
Simulations...................................................................................................................................................... 116
Quiz and Trivia Games ................................................................................................................................... 117
Collaborative Social Games ............................................................................................................................ 118
Gamification in Online Learning ........................................................................................................................ 119
The Effect of Games and Gamification on Motivation in Online Learning ........................................................ 119
The Effect of Games and Gamification on Participation in Online Learning ..................................................... 120
The Effect of Games and Gamification on Interaction in Online Education ....................................................... 121
Chapter Summary ............................................................................................................................................... 122
References ........................................................................................................................................................... 122
Chapter 11 – Assessment Based Games and Gamification ................................................................................. 126
Chapter Highlights .............................................................................................................................................. 126
Introduction ......................................................................................................................................................... 127
The Importance of Game and Gamification-Based Assessment ......................................................................... 127
How Games, Gamification, and Evaluation Intersect? ....................................................................................... 128
Quantitative Metrics in Game and Gamification-Based Assessment .................................................................. 128
Qualitative Evaluation Tools in Game and Gamification-Based Evaluation ...................................................... 129
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Behavior Tracking with Gaming and Gamification ............................................................................................ 130
Behavior Tracking with Gaming and Gamification ............................................................................................ 130
Assessing Social and Collaborative Learning with Games and Gamification .................................................... 131
The Future of Gaming and Gamification-Based Assessment ............................................................................. 131
Learning Analytics with Games and Gamification-Based Learning ................................................................... 132
Conclusion .......................................................................................................................................................... 133
Chapter Summary ............................................................................................................................................... 133
References ........................................................................................................................................................... 134
Chapter 12 – Smart Toys..................................................................................................................................... 137
Chapter Highlights .............................................................................................................................................. 137
Introduction ......................................................................................................................................................... 138
Definition of Smart Toys .................................................................................................................................... 139
Benefits of Smart Toys........................................................................................................................................ 140
Motivation ....................................................................................................................................................... 140
Interaction ....................................................................................................................................................... 141
Creative Thinking Skills ................................................................................................................................. 142
Individuality .................................................................................................................................................... 142
Ubiquitous Learning Environment .................................................................................................................. 142
Types of Smart Toys ........................................................................................................................................... 142
Development Process of Smart Toys .................................................................................................................. 143
Usage Areas of Smart Toys ................................................................................................................................. 144
Special Education ............................................................................................................................................ 144
Language Education ........................................................................................................................................ 144
Coding ............................................................................................................................................................. 145
Mathematics .................................................................................................................................................... 145
Digital Storytelling .............................................................................................................................................. 146
Potential Barriers and Possible Enablers ............................................................................................................. 146
The Future of Smart Toys ................................................................................................................................... 148
Chapter Summary ............................................................................................................................................... 149
References ........................................................................................................................................................... 149
Chapter 13 – Gamification in Educational Mobile Apps .................................................................................... 152
Chapter Highlights .............................................................................................................................................. 152
Introduction ......................................................................................................................................................... 153
Gamification in Mobile Learning ........................................................................................................................ 154
Dynamics ............................................................................................................................................................ 156
Constraints ...................................................................................................................................................... 156
Emotions ......................................................................................................................................................... 156
Narrative ......................................................................................................................................................... 156
Progression ...................................................................................................................................................... 156
Storytelling ...................................................................................................................................................... 156
Relationships ................................................................................................................................................... 156
Mechanics ....................................................................................................................................................... 157
Challenge ........................................................................................................................................................ 157
Chance ............................................................................................................................................................. 157
Collaboration ................................................................................................................................................... 157
Competition ..................................................................................................................................................... 157
Feedback ......................................................................................................................................................... 158
Resource acquisition ....................................................................................................................................... 158
Rewards ........................................................................................................................................................... 158
Trades .............................................................................................................................................................. 158
Turn ................................................................................................................................................................. 158
Winning Status ................................................................................................................................................ 158
Components ........................................................................................................................................................ 158
Achievements .................................................................................................................................................. 158
Avatars ............................................................................................................................................................ 159
Badges ............................................................................................................................................................. 159
Boss fight ........................................................................................................................................................ 159
Teams .............................................................................................................................................................. 159
Collections, virtual items, and gifts ................................................................................................................. 159
Leaderboards, challenges, and social charts .................................................................................................... 159
Tasks, content unlocking ................................................................................................................................. 160
Levels, Points .................................................................................................................................................. 160
Development Process .......................................................................................................................................... 160
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Chapter Summary ............................................................................................................................................... 161
References ........................................................................................................................................................... 162
PREFACE
In the "Digital Games and Gamification in Education" pages, readers embark on a captivating journey through a
landscape where traditional education converges with the engaging world of digital games and gamification. This
comprehensive volume is designed to provide a rich and multifaceted exploration of this transformative trend
reshaping our educational systems' very fabric.
The journey begins with Chapter 1, where readers are introduced to the fundamental concepts that underpin the
integration of games and gamification in educational settings. Here, we establish a solid foundation by elucidating
the core principles, setting the stage for a deeper and more nuanced understanding of this innovative approach.
As the reader progresses to Chapter 2, they are invited to delve into the theoretical framework that supports the
use of games and gamification in education. This theoretical excursion provides educators, scholars, and
researchers with the tools to critically analyze and evaluate the pedagogical implications of integrating games into
the curriculum. It also offers insights into the diverse theoretical perspectives that inform the development and
implementation of game-based educational strategies.
Chapter 3 examines one of the most profound effects of games and gamification in education: motivation.
Motivation is often considered the engine that drives successful learning, and this chapter explores how the
interactive and immersive nature of games can ignite a deep-seated passion for learning. By examining the intrinsic
and extrinsic motivators that games provide, readers understand how to harness this motivational power for
educational purposes.
Moving on to Chapter 4, we embark on a journey into the world of design education, exploring the innovative
applications of game-based learning and gamification. Here, the reader will discover how the principles of
creativity and innovation are seamlessly integrated into the educational process through engaging game mechanics.
Practical examples and case studies provide a glimpse into the real-world applications of these strategies,
showcasing their effectiveness in enhancing the learning experience.
Chapter 5 uncovers the art and science of design patterns in game development. Game design goes beyond mere
aesthetics; it is a carefully structured process that involves the creation of captivating and compelling games. By
dissecting the various design patterns used in game development, readers gain valuable insights into the strategies
that make games engaging and educational.
The heart of digital gaming lies in its engines, and Chapter 6 delves into the world of game engines. This chapter
explores the technology that powers digital games, offering a behind-the-scenes look at the software that drives
the immersive experiences players and learners enjoy.
Chapter 7 invites readers to explore the intersection of digital game interface design and visual communication.
The intricate connection between visuals, user interface, and effective communication is examined here. This
chapter sheds light on how game designers employ visual elements to convey information, foster engagement, and
enhance the gaming experience.
Gamification takes center stage in Chapter 8, where we delve into the myriad strategies and techniques educators
employ to infuse game design elements into the learning process. By exploring gamification in education, readers
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gain valuable insights into creating dynamic and rewarding learning environments that captivate and motivate
students.
Chapter 9 builds upon this foundation by investigating various gamification models and frameworks. Readers are
presented with a comprehensive overview of the different approaches to gamification, equipping them with the
knowledge to select and adapt the most suitable models for their specific educational contexts.
The digital era has ushered in a revolution in online learning, and Chapter 10 explores the fusion of games and
gamification with this mode of education. Online learning environments are evolving rapidly, and this chapter
examines how games and gamification can enhance engagement and promote effective learning in digital spaces.
Chapter 11 introduces an innovative approach to assessment, one that is rooted in the world of games and
gamification. Traditional assessments can often be seen as uninspiring and disengaging, but this chapter showcases
creative methods for evaluating learning outcomes that are both enjoyable and effective.
Chapter 12 takes us into the world of smart toys, where technology meets education in exciting and interactive
ways. The chapter explores how smart toys are being utilized to educate and entertain simultaneously, providing
hands-on learning experiences that bridge the gap between play and education.
In the final chapter, Chapter 13, we venture into the dynamic world of mobile games and their potential to
revolutionize education. Mobile games promise anytime, anywhere learning, and this chapter explores how they
can be harnessed to make education more accessible and engaging.
As readers journey through the chapters of "Digital Games and Gamification in Education," they are invited to
explore the dynamic fusion of play and education that holds the potential to revolutionize the future of learning.
This book is an essential guide for educators, scholars, and enthusiasts, offering insights, strategies, and practical
examples that illuminate the path to a more engaging and practical educational experience.
Thank you ISTES for making of each conference a meeting hub for educators, teachers and laypersons.
Asst. Prof. Dr. Nurullah Taş
Atatürk University
Erzurum, Turkiye
Contact e-mail: nurullahtas2010@gmail.com
Asst. Prof. Dr. Yusuf İslam Bolat
Kahramanmaraş İstiklal University
Kahramanmaras, Turkiye
Contact e-mail: y.islambolat@gmail.com
Chapter 11 – Assessment Based Games and Gamification
Önder Yıldırım
Chapter Highlights
⮚ Games and gamification enhance learning and motivation in assessment.
⮚ Gamification can be used in fields such as education, health, and human resource management.
⮚ Gamification can effectively assess motor skills in children.
⮚ Quantitative metrics include participation rate, completion rate, time spent, scoring, success rate,
conversion rate, and repeat participation rate.
⮚ Qualitative evaluation tools encompass interviews, focus groups, observation, diaries, participant
observation, textual analysis, thematic analysis, and ethnographic approaches.
⮚ Gamification motivates behavior tracking, improving participation and precision.
⮚ Serious games and gamification support social and collaborative learning, focusing on performance,
progress, and feedback.
⮚ Gamification's future holds potential in various domains, with the need for further research.
⮚ Learning analytics integrate with game-based assessments, aiding progress tracking and personalized
learning.
⮚ Gamification enhances engagement, motivation, and learning but requires clear objectives and ongoing
improvement efforts.
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Introduction
Games and gamification make learning more participatory and entertaining in tedious and demotivating measuring
and evaluation circumstances. Measurement- and assessment-based games and gamification use game features
and methods. This method can boost learning, motivation, and involvement in schooling (Lister et al., 2014).
Gamification has been studied in education and learning. Gamification and serious games can improve learning
(Gentry et al., 2019). The game or gamification must match the learning objectives. Learning quality should be
prioritized over technology. Assessment-based games and gamification can boost engagement, motivation, and
learning in many professions. However, comprehensive studies and professional recommendations are needed to
ensure the efficacy and quality of these therapies (Gentry et al., 2019; Lister, 2014). Successful implementation
requires interdisciplinary teamwork.
The Importance of Game and Gamification-Based Assessment
Several variables make games and gamification-based evaluation and intervention important. Gamification may
increase task appeal and enjoyment, which can help modify behavior and increase intervention adherence.
Gamification also engages shy or easily distracted people, increasing engagement and conversation (Song et al.,
2017). Education, health sciences, and other fields use gamification. Gamification tactics can help students learn
by making learning fun, increasing engagement, and improving results. Gamification in human resource
management may improve work satisfaction, engagement, and performance (Taş et al., 2023). It may also improve
corporate culture, solve internal concerns, and improve sales processes. Gamification in assessment can boost
engagement and involvement.
One such instance involves effectively implementing gamified assessments within cognitive evaluations.
According to Brons et al. (2021), using gamification can provide a viable approach for evaluating the fine motor
abilities of youngsters through sensor-assisted toys and machine-learning methodologies. By incorporating
gamification into the assessment process, individuals may have heightened motivation to engage in the evaluation
and have the chance to demonstrate their talents effectively.
The significance of games and gamification for evaluation and intervention may be attributed to their ability to
enhance motivation, engagement, and outcomes across several domains, including health, education, and human
resource management. Including gamification components in examinations creates a heightened potential for
actively motivating individuals to engage and get improved results. Nevertheless, it is imperative to acknowledge
that in addition to the offered data about the advantages of gamification, several research have shown inconclusive
or neutral outcomes. Furthermore, it is crucial to consider the methodological constraints associated with these
studies (Johnson et al., 2016). Additional investigation is necessary to enhance comprehension of gamification's
efficacy and possible hazards across various settings (Bolat & Taş, 2023; Murawski, 2020).
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How Games, Gamification, and Evaluation Intersect?
The interplay between games, gamification, and assessment can manifest in several ways. The primary objective
of gamification in assessment is to enhance results by integrating game aspects into pre-existing evaluation
processes. Using game design concepts in this method enhances the assessment process, improving applicant
answers and ensuring higher measurement quality (Landers et al., 2020). Assessment gamification aims to
enhance applicants' impressions of institutional technology via immersive and regulated games (Landers et al.,
2020). Nevertheless, it is important to note that the impact of gamification on several aspects of applicant
responses, including attitudes toward exams, perceptions of procedural fairness, and institutional attractiveness,
may exhibit variability.
Quantitative Metrics in Game and Gamification-Based Assessment
Games and gamification are interactive and dynamic methodologies that have been shown to promote learning,
engagement, and motivation across many domains. The success of these initiatives is evaluated using quantitative
measures. Quantitative metrics offer impartial evaluations derived from quantifiable facts. Several quantitative
criteria often employed for evaluations of games and gamification include:
The participation rate statistic measures the frequency with which individuals who are the intended audience
engage in games or activities incorporating gamification elements. The participation rate serves as a metric to
gauge the level of attraction and appeal associated with a certain activity (Zichermann & Cunningham, 2011).
The completion rate measure pertains to the extent to which players successfully finish the game or gamified
activities. The completion rate is a metric that measures the degree of success with which users can finish a certain
activity (Haldar & Saha, 2022).
Time Spent: Haldar and Saha (2022) define time spent as the entire time users spend playing games or engaging
in gamified activities. This indicates the efficacy and involvement of these initiatives. Scoring systems are popular
in games. This measure helps evaluate learning or activity results by incorporating user scores and performance
(Zichermann & Cunningham, 2011).
The success rate is the percentage of people who achieve a goal. According to Tlili and Chang (2019), games or
gamified activities achieve their goals. Feedback assessments analyze user input on games or gamified activities,
offering full user experience insights.
The conversion rate is the percentage of people who complete a training module in a certain activity (Zichermann
& Cunningham, 2011). The repeat participation rate is a statistic that measures the frequency at which users
engage in an activity many times. It indicates the activity's sustainability and impact (Haldar & Saha, 2022).
The metrics above serve as a limited selection of examples that may be employed to assess the efficacy of games
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and activities based on gamification. However, several measures may be employed based on the particular
circumstances or objectives.
Qualitative Evaluation Tools in Game and Gamification-Based Evaluation
Games and gamification are effective strategies for augmenting the process of learning, fostering engagement,
and promoting motivation. Qualitative assessment methods are extensively employed to comprehend the effects
of these approaches and the user experience. Qualitative assessment is a research approach that aims to get
comprehensive knowledge of a phenomenon, such as users' experiences and learning processes, via in-depth
exploration and analysis. Several qualitative assessment approaches are often employed to evaluate games and
gamification. These methods include the following:
Semi-structured interviews include researchers or evaluators engaging in user interviews, wherein a lack of rigid
framework characterizes the interviews but encompasses certain themes of interest. The approach above is
employed to comprehensively comprehend users' experiences and extract their perspectives (Creswell & Creswell,
2017).
Focus group talks refer to interactive sessions conducted with a limited number of participants, typically organized
in small groups. The approach above is employed to discern diverse perspectives and experiences and comprehend
the impacts of educational procedures (Ragin, 2014).
The observation process entails people engaging in real-time gameplay or gamified activities. The approach above
is employed to comprehend user behavior and engagement (Bal, 2012).
Diaries for User Documentation: Users can document their experiences using diaries or diary-like notes. The
approach above entails capturing and analyzing the user experience throughout the process (Lallemand, 2012).
Participant observation involves researchers observing real-world contexts in which individuals actively engage
in games or gamified activities. The approach above is employed to comprehend interactions and experiences
(Creswell & Creswell, 2017).
Textual analysis is used to gain insights into individuals' experiences and perspectives by examining written
materials, such as comments and forum postings (Schreibman et al., 2008).
Thematic analysis is a qualitative research approach that systematically examining and interprets data to identify
and understand recurring themes or patterns. The approach described in this study classifies user experiences and
discerns significant concerns (Braun & Clarke, 2012).
The ethnographic approach involves comprehensive research to understand the social and cultural milieu in which
users reside and their daily behaviors. Skinner (2013) uses this approach to comprehend the social and cultural
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aspects of activities.
The aforementioned qualitative assessment methodologies serve as illustrative instances for comprehending the
user experience, effects, and learning processes associated with games and activities, including gamification. The
selection of an appropriate approach is contingent upon the specific objectives and circumstances of the study.
Behavior Tracking with Gaming and Gamification
Behavior monitoring may be accomplished using various approaches and components, such as using games and
implementing gamification strategies. Gamification aims to enhance user motivation and involvement by
incorporating game-like themes and mechanics into environments not traditionally associated with games
(Morschheuser et al., 2017).
The implementation of gamification in the behavior monitoring process can serve as a motivating factor for
individuals to engage in a more enjoyable and participatory approach to tracking their behavior. One of the
techniques employed in monitoring behavior through games and gamification is the utilization of crowdsourcing
platforms. Crowdsourcing platforms sometimes incorporate motivating design elements inspired by gaming, a
phenomenon called "gamified crowdsourcing" (Morschheuser et al., 2017).
Integrating gamification components, such as scoring systems, leaderboards, and awards, can effectively motivate
individuals to engage in crowdsourcing activities and produce precise and superior contributions using games and
their implementation. This methodology can effectively observe and enhance the execution of tasks or the
dissemination of information.
In summary, implementing gamification features inside crowdsourcing platforms, health and fitness applications,
and electronic lifestyle activity monitors enables behavior monitoring through games and gamification. These
features can motivate individuals to display desirable behaviors, monitor progress, and effectuate good
transformations. However, further study is required to comprehensively understand gamification's efficacy in
behavior monitoring and determine the most optimal gamification tactics for various situations and behaviors.
Behavior Tracking with Gaming and Gamification
Behavior monitoring may be accomplished using various approaches and components, such as using games and
implementing gamification strategies. Gamification aims to enhance user motivation and involvement by
incorporating game-like themes and mechanics into environments not traditionally associated with games
(Morschheuser et al., 2017).
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Assessing Social and Collaborative Learning with Games and Gamification
Social and collaborative learning can be evaluated using games and gamification in various ways and approaches.
In evaluating serious games, it is important to assess user performance as part of gamified learning experiences
(Bellotti et al., 2013). This evaluation involves assessing players' learning progress and outcomes and providing
feedback to improve their learning experiences (Bellotti et al., 2013). Gamified learning experiences may be
customized and adapted using assessments of performance. Styles, presentation speed, feedback types, etc., may
be changed.
Effective serious game evaluation helps educators and creators understand how serious games affect learning and
maximize learning results. However, serious games' abstract and non-measurable criteria are difficult to evaluate.
To build and assess serious games, a systematic method and strategy based on known principles should be used
(Bellotti et al., 2013). Through social interactions, gamification promotes collaborative and behavioral learning
(Sailer & Homner, 2019). Combining cooperative and competitive games has improved behavioral learning
outcomes. Collective games improve learning (Sailer & Homner, 2019). Adding social connections to gamified
learning can improve its efficacy (An, 2020).
Gamification may motivate and engage students in learning settings. Gamifying learning can motivate students
using game dynamics and strategies (Felszeghy et al., 2019). Gamification may improve learning by fostering
interest, cooperation, and instant feedback. Gamified learning experiences that contain social features, including
meeting obstacles, completing tasks, and celebrating successes, can improve social interaction and learning
performance (An, 2020). Thus, assessing social and collaborative learning using games and gamification requires
monitoring user performance, addressing individual requirements, adding social interaction, and enhancing
engagement and motivation. Educators and designers may improve gamified learning experiences using a
systematic approach and following recognized concepts and rules.
The Future of Gaming and Gamification-Based Assessment
The potential of games and gamification-based evaluation in many domains, such as education, health, business,
and sustainability, has significant prospects for the future. Game-based learning has gained significant attention
as a novel technique, particularly in medical education, and presents different instructional methodologies (Taş &
Gülcü, 2019; Xu et al., 2023). Various gaming platforms have the potential to enhance player engagement, foster
competitive dynamics, and fortify social connections (Taş et al., 2023b). According to Oyelere et al. (2022), within
the realm of physical activity in educational institutions, multiplayer cooperative games have demonstrated
efficacy in fostering physical activity engagement and enhancing children's enjoyment.
In order to ascertain psychological and behavioral consequences and investigate the subjective encounters of
employees with gamification, it is important to direct attention toward various attributes inherent in games
(Thomas et al., 2022). Nevertheless, gamification exhibits the potential to mold customer behavior due to its
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132
ability to affect consumer behavior and foster heightened loyalty (Shahid & Arshad, 2021).
Gamification may be efficiently employed in the domain of sustainability. According to Mulcahy et al. (2021),
integrating gamification techniques into sustainable initiatives can foster sustainable habits and modify customers'
perceptions of sustainability by employing game design components based on rewards. To fully utilize the
potential of games and gamification-based evaluation, it is imperative to identify and prioritize key topics for
future study. According to Oyelere et al. (2022), it is imperative to incorporate gaming user interfaces,
gamification components, and physical activity challenges to enhance the overall user experience. To create
effective gamification strategies (Thomas et al., 2022), it is also important to understand how different game
elements work together and how they affect psychological and cognitive factors.
In addition, researching the impacts of social interactions, such as collaborative teamwork and competitive
leaderboards, might yield significant findings about the efficacy of gamification (Mulcahy et al., 2021). In
summary, the outlook for games and gamification-based evaluation appears optimistic, exhibiting potential
applications across several domains. Further investigation is necessary to enhance the conceptualization and
execution of gamification tactics, delve into game elements' psychological and behavioral ramifications, and
scrutinize the impacts of social interactions. Games and gamification can significantly transform several domains,
including education, health, business, and sustainability.
Learning Analytics with Games and Gamification-Based Learning
The convergence of game- and gamification-based assessment and learning analytics occurs at several junctures.
Learning analytics can gather and examine data derived from evaluations that are based on games. This
methodology encompasses the utilization of game-based examinations, which employ games to evaluate students'
knowledge and aptitude. Learning analytics can offer suggestions on learning progress and results by monitoring
students' activities inside the game, including their choices, actions, and performance.
Kim et al. (2022) suggest using this data to identify problem areas, provide personalized feedback, and improve
pedagogy. Another approach is to utilize learning analytics to evaluate game-based learning interventions.
Researchers and educators can assess game-based learning interventions' effects on learning outcomes by
measuring students' engagement, progress, and performance. Game-based learning methods can help determine
their pros and cons, guiding future intervention strategies (Li et al., 2023). Learning analytics may also help
develop game-based learning experiences. Students' interactions with game elements like points, badges, and
leaderboard advancement help designers understand their motivation and engagement (Arsarkij & Laohajaratsang,
2021). Rasco et al. (2020) found insights that can improve game-based learning experiences and their efficacy.
Additionally, learning analytics may help create adaptive game-based learning experiences. Tenório et al. (2020)
say learning analytics can track students' progress in game-based learning. This lets the system adjust difficulty,
teaching materials, and student feedback. A personalized technique can improve learning results and student
engagement and motivation, according to Wangi et al. (2022).
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In summary, there are several points of intersection between gaming, gamification-based learning, and learning
analytics. Learning analytics can collect and analyze data from game-based assessments, measure the
effectiveness of game-based learning interventions, help create and improve game-based learning experiences,
and help make learning more adaptive. These intersections have a role in boosting assessment procedures and
increasing learning outcomes within educational settings.
Conclusion
Games and gamification-based evaluation have possibilities in education, health, business, and sustainability. This
strategy boosts engagement, motivation, and learning outcomes by making assessment and evaluation more
interactive and engaging. Traditional approaches can be monotonous and demotivating. Gamification may
improve learning outcomes in school by transferring information and skills. This method can encourage and
improve student performance by encouraging involvement and making learning interesting. Gamification can
improve health-related physical activity and lifestyle behaviors. Gamification improves corporate performance,
training, and work happiness. Game elements and tournaments can boost workplace cooperation and engagement.
Gamification can also boost evaluation findings. Gamification may change consumer behavior and promote
sustainability. Reward systems and games can improve customers' sustainability attitudes and boost eco-friendly
behavior. Careful reviews and professional criteria are needed to ensure gamification's efficacy and quality. This
field supports gaming and gamification-based evaluation, although methodological constraints and hazards must
be acknowledged. Quantitative and qualitative measures assess game and gamification efficacy. Measurable
indicators like participation rate, completion rate, time spent, etc., objectively assess user behavior. In-depth
qualitative metrics like semi-structured interviews and focus group discussions provide more extensive user
experience research. Games and gamification promote and track desirable behaviors on crowdsourcing platforms
and health apps. Game features like incentives and leaderboards on crowdsourcing platforms might motivate users
to complete jobs. Health applications can use gamification to boost exercise and treatment compliance. In
conclusion, game- and gamification-based evaluation works in education, business, health, and sustainability. As
with any application, it should be created to meet objectives, address user demands, be reviewed with effective
metrics, and be constantly enhanced. More areas and industries will employ gamification and assessment to boost
creativity and engagement.
Chapter Summary
This chapter discusses how games and gamification improve learning, motivation, and engagement compared to
traditional assessment and evaluation methods. Gamification is employed in education, business, and other
industries, and assessment quality and efficacy are crucial to its success. In this chapter, this technique is used and
assessed in education, health, and human resource management. Games and gamification boost engagement,
motivation, and learning and offer exciting career options. However, extensive examinations and professional
norms are needed to ensure this approach's efficacy. Games and gamification boost engagement, motivation, and
Digital Games and Gamification in Education
134
learning and offer exciting career options. However, extensive examinations and professional norms are needed
to ensure this approach's efficacy. Gamification indicators, both quantitative and qualitative, are also provided.
Quantitative indicators, including participation, completion, time spent, scoring, and scores, can quantify learning
benefits. Instead, qualitative measurements like interviews, focus groups, and observation can help understand the
user experience. It discusses how gaming and gamification affect social and collaborative learning. Social
interaction and gamification improve collaborative learning. In conclusion, this chapter examines evaluation using
games and gamification, their effects, hazards, and future studies.
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Author Information
Önder Yıldırım
https://orcid.org/0000-0003-4333-2323
Erzincan Binali Yıldırım University
Erzincan
Turkiye
Contact e-mail: oyildirim@erzincan.edu.tr
Citation
Yıldırım, Ö. (2023). Assessment Based Games and Gamification. In N. Taş, & Y.İ. Bolat (Eds.), Digital
Games and Gamification in Education (pp.126 -136). ISTES Organization.
