gaming and learning

a new paper published on gaming habits and education:

Mozelius, P., Westin, T., Wiklund, M., & Norbert, L. (2016). Gaming habits, study habits and compulsive gaming among digital gaming natives. Retrieved from

The aim of the study is to analyse and discuss digital native gamers’ gaming habits and how excessive gaming might have disturbed school studies or social activities.

Casual gamers often spend a lot of time gaming, but not with the long uninterrupted gaming sessions that characterise hardcore gamers. Casual gamers mainly play casual games and are quite reluctant to hardcore games and complex rule sets. Hardcore gamers like complex games and long game sessions, but they play all kind of games.

practically all students’ defend their gaming and claim that it has given them a richer life with several positive experiences worth the risk of addiction and displacement. One student wrote in the essay that: “Generally, gaming is a fantastic possibility to escape daily routines for a while to be immersed, to discover and to learn. At the same time this can lead to less pleasant states like compulsive gaming or addiction.”

 Future studies

This study tried to explore if excessive gaming might have disturbed school studies or social activities. An interesting idea discussed among the authors is to the flip perspective and get a dialog with the digital native gamers that find school to disturb their gaming activities.

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.



Associate Professor
Information and Decision Sciences
3-163 Carlson School of Management
University of Minnesota
Office: 612-626-4480



Hello everyone, who is interested in

serious games
game-based learning,
assessment (badges, leaderboards) as part of gaming and gamfication
BYOD (Bring Your Own Device) as part of the cloud-based games and gamification

In this blog, we also can share sources and ideas about:

methodology of game-based learning
methodology of assessment
Malone and Lepper’s taxonomy of intrinsic motivation
standards and standartization

from “one-to-one” to “many-to-many and multi-way interaction”in game-based learning and implications of game-based learning on distance and online/mobile education