A Review of Research on Gamification Approach in Education

Abstract

Gamification has become the most popular topic of the last few years. Studies in gamification area are examined based on certain different criteria in this study and content analysis method was used in order to identify trends in this area. Web of Science were scanned through using gamification as keyword without year restriction. A total number of 313 studies were regarded as appropriate for the aim of the study and examined. It is seen that research in this area have begun in 2011 and increased every year. It is also seen that motivational theories are mostly preferred in the studies conducted in gamification area. It was determined that goal-duty, reward and progression sticks are the mostly used components as game components. It is seen that gamification applications are frequently preferred in virtual environment, simulation and augmented reality learning environments after mobile environments and in parallel with these, they are also preferred in learning areas such as public, service, food and health. Therefore, identifying different activities which could affect success in online environments, integrating these into education environment and provide these activities with theories appropriate for students' ages for them not to lose their motivation are essential.

The Use of Gamification in Academic Teaching – Evidence from Polish State Universities

“…As far as meta-analyses (based on a systematic literature review) focused on the use of gamification in education are concerned it is worth noting thataccording to the results of literature studies conducted by Caponetto, Earp and Ott ( 2014) gamification is widely used in formal educational contexts, including university courses (43%). In turn, literature studies carried out by Kocakoyun and Ozdamli (2018) showed that university students were the second category of the research sample frequently used in the studies related to gamification, following the category of adults. There are also meta-analyses focused not only on target group but also on the types of elements used in gamification (e.g leaderboards, badges) (Looyestyn et al, 2017) or design frameworks (Mora et al, 2017).…”

Civic and Citizenship Education: From Big Data to Transformative Education

“…Moreover, simulations of content development within closed school forums may be an alternative safer space for young people to start to learn the skills for the creation of digital content and civic engagement online. Gamification in education is an upcoming trend helping to motivate students with teaching methods close to their everyday activities (Dichev and Dicheva 2017;Kocakoyun and Ozdamli 2018), and at the same time providing teachers and teacher educators with the possibilities of roleplays, play out scenarios, and creating other learning activities conducive of stimulating civic engagement relevant for students and for the future society and labour market they will occupy.…”

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“…Sin embargo, la mayoría de las experiencias gamificadas son llevadas a cabo en niveles superiores como Educación Secundaria, Bachillerato y Educación superior (Kocakoyun & Ozdamli, 2018;Ortiz-Colón et al, 2018), existiendo una laguna de investigación en la Educación Primaria. Por tanto, se muestra de nuevo la necesidad de diseñar un programa de intervención gamificado para desarrollar el pensamiento histórico en este nivel educativo.…”

“…Partiendo de esta necesidad, en esta investigación se ha diseñado un programa de intervención, destinado al alumnado de Educación Primaria en España, que pretende que el trabajo de las competencias de pensamiento histórico se apoye en metodologías activas de aprendizaje como en la gamificación, que está alcanzando una gran popularidad en los últimos años (Hamari, Koivisto & Sarsa, 2014;Kocakoyun & Ozdamli, 2018).…”