Gamification software/platforms

From: [] On Behalf Of Hersh, Daniel
Sent: Tuesday, September 01, 2015 1:48 PM
Subject: RE: [lita-l] Gamification software/platforms


My library (Oakland Public) is currently working with the Cherry Hill Company on a grant-funded project to develop something more or less along these lines, to be called Play@YourLibrary.  It will be Drupal-based and open source, but it’s not ready yet – we’ll be using it here for the first time in summer 2016 for our children’s, teen and adult summer programs.  We’re not calling it a gamification platform, but it will be designed to offer badges and to offer and track physical rewards.

Daniel Hersh
Supervising Librarian for Support Services
(510) 238-3270
Oakland Public Library – delight inspire inform

From: [] On Behalf Of Liz Steyer
Sent: Tuesday, September 01, 2015 8:27 AM
Subject: [lita-l] Gamification software/platforms


Hi all,


My Library is interested in exploring gamification platforms that offer badges or some form of customer rewards. Right now, we are thinking of using it for our Summer Reading programs but are interested in finding out about the other options gamification platforms might offer. The main one we have looked at is


Thank you for any recommendations you can provide.




Liz Steyer

Digital Services Librarian

Central Library

298 Cedar Rd

Chesapeake, VA 23322


Can Games and Badges Motivate College Students to Learn?

Can Games and Badges Motivate College Students to Learn?

Daervasi defines gamfication as “the addition of reward systems to non-game settings and contexts.”

see other definition for gamification from

Gamification takes game elements (such as points, badges, leaderboards, competition, and achievements) and applies them to a non-game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences (What is GBL (Game-Based Learning)?, n.d.).

Gamification is defined as the process of applying game mechanics and game thinking to the real world to solve problems and engage users (Phetteplace & Felker, 2014, p. 19; Becker, 2013, p. 199; Kapp, 2012). Gamification requires three sets of principles: 1. Empowered Learners, 2. Problem Solving, 3. Understanding (Gee, 2005).

Some authors, e.g. Malykhina (2014), fail to make the distinction between games and gamification in the educational process and attribute gamification to the influx of games in the curricula, rather than to the application of game elements as defined above or constrain the definition ascribing only reward system to learning settings and contexts (Darvasi, 2015).

An excellent outline and historical and bibliographic overview of games and gamification in their learning context was recently published by Liu and Santhanam (2015). As per Liu & Santhanam (2015), there are certain “commonalities between gamification and other game-related designs, but they differ in terms of whether they are predominantly work-oriented (versus play-oriented) and whether they have well defined goals and structures” (p. 6). They also offer a useful framework, describing the roles of different gamification design elements.


De Liu’s papers on gaming and gamification

Welcome De 🙂

I have written a commentary piece on the reflection of gamification research: So I am right at home reading Plamen’s piece on gamification and education.

I am collaborating on a project that creates a prototype gamified e-learning website – where we add gaming elements that aim to create challenge, curiosity, and fantasy – Malone’s taxonomy. But it is still in initial testing stage that I don’t have anything written up yet. I have done a study earlier just on games with a focus on competition ( I don’t know if these are of interests to your blog, if yes, please let me know.



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