A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects

Abstract

Gamification is a significant pedagogical approach employed to facilitate learning not limited in educational setting but also across other domains. This pedagogical approach is a hot topic among academics from various disciplines. Various studies domains including education, social sciences, healthcare, tourism, engineering, translation, nursing, arts and applied arts have ventured into gamification to aid learning. Different analysis measures were employed by the researchers to carry out studies on experimental research using different samples to develop the articles. This study is developed with the aims to review and analyse the existing literature related to gamification adding to the research methodologies, types of data analyses, significant findings and also samples used to collect the data. The taxonomies developed based on the reviews made have been categorised based on challenges, motivations and recommendations extracted from the researchers who want to take gamification to the next level in different areas of studies. The researchers of this study conducted a systematic search on topics related to gamification, approaches used for the data analysis and studied on the types of data employed. Search on five main databases were carried out namely Scopus, EBSCHO, ScienceDirect, Web of Science and Taylors and Francis from 2012 September to January 2020. These databases searched were sufficient and dependable to write on gamification. Articles were carefully selected on the basis the researchers’’ inclusion and exclusion criteria (n = 312). The first percentage of the studies (n=19/312) focused on game elements in relation to the implementation of gamification across different age of the learners. This portion of the studies (n=107/312) discuss on digital badges, digital gamification/digital tool, game like educational apps. The second section of the study describe about game-based learning in relation to gamification that emphasised on pedagogies, teaching skills, teaching beliefs, lesson outcomes, theories, learners, emotional engagement, innovative teaching and environment. The portion of the studies (n=43/213) discuss on serious games specifically game principles, behaviour, collaborative work, video games and accommodation of psychological needs. The fourth portion (n=66/312) is on novel emerging trends in gamification namely flipped classroom, blended learning in gamification, collaborative learning and gamification, mobile learning and gamification, CLIL and gamification, MOOC and problem solving that led to transformative pedagogy. The fifth portion (30/312 is on game based eLearning and the last portion is on motivation (47/312). Technological advancement and rapid development in information and communication technologies has increase researchers’ interest to pursue research in gamification to use it as a meaningful pedagogical tool to sustain students’ learning.

Factors Affecting Citizen Engagement in the Kingdom of Bahrain Through Gamification

“…Another definition offered by reference [8] describes gamification as a method used to provide various services in business contexts, but not specifically in education. On the other hand, reference [37] definition focuses on gamification as a broad term encompassing the integration of game-like elements and activities within educational technology platforms.…”

Fostering English vocabulary learning through gamification strategy. A preliminary study

“…This definition is related to the theory of service marketing that is why this definition is applied to other contexts but teaching. The definition proposed by Chou (2015), focuses on gamification as an umbrella term to apply game-like which means to integrate designed elements or activities into a technological educational context. Among the less employed definitions, the one proposed by Werbach (2014) stands out gamification as "the process of making activities more game-like" (p.3).…”

“…According to Marczewski (2015), the main objective of games is to entertain students while learning. Chou (2015), for instance, considers games as incredibly powerful tools that teachers have in their hands to make students engage and interact with technology learning at the same time. However, he also states that this powerful tool needs to be used with a teaching-learning purpose where students feel the need to learn while playing.…”

“…They focus on general classrooms where gamification elements are present. These programs provide students with studying materials where students receive some rewards using badges for their progress (Chou, 2015).…”