A gamification design for the classroom

Abstract

Purpose The research described here presents an approach to gamification for the classroom. The purpose of this paper is to determine whether students would perceive the gamification activities in a positive light. Previous research has contended that students need a positive mental attitude for effective learning. The core question was to examine student attitudes to gamification, not the success of the gamification itself. Design/methodology/approach Based on a survey of the gamification literature, and particularly drawing on the work of Groh (2012), this system is designed with three key principles in mind: relatedness, competence and autonomy. Classroom activities and associated software were designed and implemented. Almost 200 students were surveyed to determine their attitude to the gamification. The survey included both Likert-scale and qualitative responses. Findings A majority of the students reported that they found the gamification useful and enjoyable, only a minority of students (around 15 per cent) disagreeing with such statements. However, only a minority of students perceived a relationship between the gamification activities and games. The authors conclude that well-designed gamification systems can be well-received by students and suggest that the success of gamification projects may not lie in their ability to recreate the experience of a video game, but in the strength of the relatedness, competence and autonomy of the student experience. Research limitations/implications The research is limited by the nature of the participants, who were drawn from videogame and media units and who may be predisposed to game-like activities. Originality/value This research demonstrates that students are able to perceive value in gamification in the classroom.

Gamification and Computer Science Students’ Activity

“…In recent years, there are studies focused on education and gamification such as [68] that determine whether students would perceive the gamification activities in a positive light, [42] that maps game elements in a well-known generally accepted Learning Management System, or [69] focused on studying the impact of each element in order to investigate the behavioral outcome of game elements in educational environments. We also found research related to student participation such as [70]; that at combining gamification techniques and learning analytics to improve the engagement in University courses or [71] that test the effectiveness of gamifying activity breaks (AB) to enhance student participation, enjoyment, and confidence during AB in low-income schools.…”

The Potential Impact of Gamification Elements on the Acceptance of Technology in the Context of Education: A Literature Review

“…Working in a team can positively influence the learner-learner interaction and improves knowledge sharing (Diep, Cocquyt, Zhu, & Vanwing, 2016), showing direct and explicit value. By giving players all a meaningful role, a sense of relevance can be triggered (Groh, 2012;Hitchens & Tulloch, 2018), boosting the expected feeling of value. And finally, avatar offers the players freedom of choice and autonomy and increases decision freedom and task meaningfulness (Annetta, 2010).…”

“…By giving players all a meaningful role, a sense of relevance can be triggered (Groh, 2012;Hitchens & Tulloch, 2018), boosting the expected feeling of value.…”

Problem-Based Learning with the Gamification Approach in Ecopedagogy for Children Aged 4–7 Years: A Case Study of Kampung Kramat Malang, Indonesia

“…The use of gamification can be a solution to the problems of learning environments and flipped classrooms, such as lack of motivation and interest [14]. This method can also train students' critical-thinking skills and increase their interest in the lesson [15]. Gamification makes children more motivated and actively learning in a pleasant atmosphere, so their learning outcomes are relatively increased [16].The gamification features are abstracted reality, goals, rules, reward structures, conflict, competition, cooperation, time, feedback, levels, storytelling, player interest, aesthetics, and replay or do over [17] [15].…”

“…This method can also train students' critical-thinking skills and increase their interest in the lesson [15]. Gamification makes children more motivated and actively learning in a pleasant atmosphere, so their learning outcomes are relatively increased [16].The gamification features are abstracted reality, goals, rules, reward structures, conflict, competition, cooperation, time, feedback, levels, storytelling, player interest, aesthetics, and replay or do over [17] [15]. The most used elements are feedback, goals, badges, leader board, point system, and levels [18].…”