Gamification can be approached in at least two ways. First, as a general process in which games and playful experiences are understood as essential components of society and culture.
Sebastian Deterding, Rilla
Khaled, Lennart Nacke and Dan Dixon have proposed a tentative history of
the term: “ ‘gamification’ as a term originated in the digital media industry.
The first documented use dates back to 2008, but gamification only entered
widespread adoption in the second half of 2010”
Jane McGonigal’s work, expounded in her contribution at the TED
Talk series in 2010, is also concerned with “selling” gamification to corporations.
In her book Reality is Broken. p.9 In her understanding, gamification is a concept that describes a new age where gamers can collectively use their problem-solving skills not only
to solve puzzles within a digital game but also to approach social and political
issues in the real world. Gaming, according to McGonigal’s vision,
could and should play a redeeming role. Game designers could become the
new social entrepreneurs, and citizens become gamers. From this perspective,
gamification thus becomes a technique for enabling greatly ambitious
p. 10 Consumer loyalty, issues related to finance and governance, workers’ productivity, training and development – these are only some of the areas that are allegedly being positively revolu tionised by the emergence of gamification
As outlined by Ian Bogost in several contexts (2011a, 2011b), gamificatio has little to do with the design of games (or an allegedly salvific process), and much more with the exploitation of consumers. It frustrates the practice of game design and reduces playing to a stimulus-response experience
p. 11 Niklas Schrape proposes looking, through Foucault, at how gamification might work as a method to regulate individuals and their social lives. It also works as a pleasant regulator of behaviour because it offers positive feedback (rewards, leaderboards, etc.) rather than
negative penalties (fines, prison, etc.).
Ruffino looks at the work of Tim Ingold and his reading of Bergson and Heidegger and argues that participation, dwelling and co-existence could be seen as alternative ways of thinking about engagement: less as a transitive process that goes from games to their players and more as an in transitive status that needs to be narrated in order to be of any value
Foursquare alters the experience of moving about on the streets of a city and establishes a form of communication based on bodily proximity
p. 12 Joost Raessens examines how gamification could be seen in the context of a more general “ludic turn”, which affects society and culture at many different levels. This century, Raessens notes, has seen several different kinds of “turns”: We have seen the linguistic turn, the digital, followed by the material one and many others. To what extent could we say that we are now experiencing a playful turnp.
Counter-gamification is not a precise practice; it is not defined in guidebooks, workshops, or tutorials. It is instead a form of appropriation of playful elements by artists in order to promote radical and oppositional values.
p. 15 Fizek’s proposal is to expand the concept of play and fun and to introduce new forms of engagement in the practice of gamification
If the endgame approach were applied to gamification, Nicholson argues, we could see very different ways of designing and playing. The author explores these alternative modes of gamifying things through a text that offers both a theoretical understanding of gamification and exceptionally useful suggestions for designers.
p. 16 an eudaimonic view of gamification could bring a “good” way of living and
playing, one where joy and satisfaction are at the centre of a responsible practice. Gamification, according to Deterding, could become the name of a play practice that truly helps human beings in fulfilling their own lives and those of others
Khan  has introduced the eight-dimensional elearning framework, a detailed self assessment instrument for institutions to evaluate the readiness and the opportunity of their e-learning classes to grow.
institutional, management, technological, pedagogical, ethical, interface design, resource support, and evaluation. Institutional refers to the administrative and academic part of the system. Management refers to the quality control, budget, and scheduling. Technological refers to the infrastructure, hardware, and software. Pedagogical refers to analysis, organization and learning strategies. Ethical refers to ethical, legal, and social and political influences. Interface design refers to the user interface, accessibility, and design content. Resource support refers to career services, journals, and online forums. Finally, the evaluation refers to the assessment of learners and educators.
gamification – definition
Modern gamification term was first introduced by
Nick Pelling in 2002 . Gamification is a concept that implements the game components
into the non-game contents such as education, marketing, administration, or even software
engineering . These components include points, badges, leaderboards, and quests.
Each of them serves the purpose to increase the level of user engagement in the learning
three components of engagement: cognitive, behavioral, and emotional .
According to the comparison, the use of gamification elements in Western learning platforms and apps is balanced and well-developed, both in comprehensive and targeted ones. Conditions are different in China.The use of gamification elements is balanced and well-developed in targeted platforms and apps. But for comprehensive ones, it is not balanced or developed enough, especially in regards to online higher education.
Discussion and Future Work
Gamification in China has been combined witheducation for a long time, but not much in the aspect ofhuman-computer interaction. In the 1990s, peopleoften played games or held parties, while now peopleprefer online entertainment. From the comparisonabove, it can be inferred that the research ofgamification in China has laid a good theoreticalfoundation. We are still trying to apply gamification tothe area of online education, which has already madesome progress. However, the use of gamification isuneven, especially in comprehensive learning platformsand we started a bit late. In this respect, China hasfallen behind Western countries in certain ways ofapplying gamification.
If you are not a Kahoot user yet, please consider: a) the Kahoots (quizzes) can be an excellent conversation starter (vs. assessment tool) b) the Kahoots can be modified to your liking (you can change the content)
here some screen-sharing capture to get a taste of the excitement:
College students’ perceptions of pleasure in learning – Designing gameful gamification in education
investigate behavioral and psychological metrics that could affect learner perceptions of technology
today’s learners spend extensive time and effort posting and commenting in social media and playing video games
Creating pleasurable learning experiences for learners can improve learner engagement.
uses game-design elements in non-gaming environments with the purpose of motivating users to behave in a certain direction (Deterding et al., 2011)
How can we facilitate the gamefulness of gamification?
Most gamified activities include three basic parts: “goal-focused activity, reward mechanisms, and progress tracking” (Glover, 2013, p. 2000).
gamification works similarly to the instructional methods in education – clear learning and teaching objectives, meaningful learning activities, and assessment methods that are aligned with the objectives
the design of seven game elements:
Storytelling: It provides the rules of the gamified activities. A good gamified activity should have a clear and simple storyboard to direct learners to achieve the goals. This game-design element works like the guidelines and directions of an instructional activity in class.
Levels: A gamified activity usually consists of different levels for learners to advance through. At each level, learners will face different challenges. These levels and challenges can be viewed as the specific learning objectives/competencies for learners to accomplish.
Points: Points pertain to the progress-tracking element because learners can gain points when they complete the quests.
Leaderboard: This element provides a reward mechanism that shows which learners are leading in the gamified activities. This element is very controversial when gamification is used in educational contexts because some empirical evidence shows that a leaderboard is effective only for users who are aggressive and hardcore players (Hamari, Koivisto, & Sarsa, 2014).
Badges: These serve as milestones to resemble the rewards that learners have achieved when they complete certain quests. This element works as the extrinsic motivation for learners (Kapp, 2012).
Feedback: A well-designed gamification interface should provide learners with timely feedback in order to help them to stay on the right track.
Progress: A progress-tracking bar should appear in the learner profile to remind learners of how many quests remain and how many quests they have completed.
Dominguez et al. (2013) suggested that gamification fosters high-order thinking, such as problem-solving skills, rather than factual knowledge. Critical thinking, which is commonly assessed in social science majors, is also a form of higher-order thinking.
Van der Heijdedn (2004) asserted that pleasurable experiences encouraged users to use the system for a longer period of time Self-determination theory (Deci & Ryan, 1985) has been integrated into the design of gamification and addressed the balance between learners’ extrinsic and intrinsic motivation.
Ryan and Deci (2000) concluded that extrinsic rewards might suppress learners’ intrinsic motivation. Exploiting the playfulness and gamefulness in gamification, therefore, becomes extremely important, as it would employ the most effective approaches to engage learners.
Sweetser and Wyeth (2005) developed GameFlow as an evaluation model to measure player enjoyment in games
Fu, Su, and Yu (2009) adapted this scale to EGameFlow in order to measure college students’ enjoyment of e-learning games. EGameFlow is a multidimensional scale that consists of self-evaluated emotions.
Eppmann, Bekk, and Klein (2018) developed gameful experience scale (GAMEX) to measure gameful experiences for gamification contexts. one of the limitations of GAMEX to be used in education is that its effects on learning outcome has not been studied
the Big Five Model, which has been proposed as trait theory by McCrae & Costa (1989) and is widely accepted in the field, to measure the linkages between the game mechanics in gamification and the influences of different personality traits.
Storytelling in the subscale of Preferences for Instruction emphasizes the rules of the gamified learning environments, such as the syllabus of the course, the rubrics for the assignments, and the directions for tasks. Storytelling in the subscale of Preferences for Instructors’ Teaching Style focuses on the ways in which instructors present the content. For example, instructors could use multimedia resources to present their instructional materials. Storytelling in the subscale of Preferences for Learning Effectiveness emphasizes scaffolding materials for the learners, such as providing background information for newly introduced topics.
The effective use of badges would include three main elements: signifier, completion logic, and rewards (Hamari & Eranti, 2011). A useful badge needs clear goal-setting and prompt feedback. Therefore, badges correlate closely with the design of storytelling (rules) and feedback, which are the key game design elements in the subscale of Preferences for Instruction.
Students can use Google to search on their laptops or tablets in class when instructors introduce new concepts. By reading the reviews and viewing the numbers of “thumbs-up” (agreements by other users), students are able to select the best answers. Today’s learners also “tweet” on social media to share educational videos and news with their classmates and instructors. Well-designed gamified learning environments could increase pleasure in learning by allowing students to use familiar computing experiences in learning environments.
Overview of the programmatic standards for general and special education, how these standards are integrated in special education curriculum, and e-portfolio requirements for documenting acquisition of the above standards.
Gaming and Gamification.
why Gaming and Gamification? Vygotsky and ZPD (immersive storytelling is a form of creative play)
What is gamification? Why gamification, if we have games? “Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non – game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences ”
Beyond The Buzz Phrase: Social Learning And LMS Gamification In Real Life
When: Thursday 26 July 2018, 11:00 PM – 12:00 PM
Adobe’s Senior Learning Evangelist, Katrina Marie Baker in our webinar, and find out how you can easily transform your learning by taking a deep dive into the 2 smartest learning breakthroughs of the decade: Social Learning & Gamification 🚀
During this session, you will:
• Learn how to blend social learning into existing courses using an LMS
• Discover how gamification can be aligned with your business objectives
• Come upon the latest learning tech tips to help you drive engagement
• See examples of how gamification and social learning can be both employed in Captivate Prime LMS
Are social learning and gamification the new fashion that will dominate the future of eLearning? Let’s find out together!