2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) 2019
DOI: 10.1109/icalt.2019.00028
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A Taxonomy of Game Elements for Gamification in Educational Contexts: Proposal and Evaluation

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Cited by 84 publications
(80 citation statements)
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References 10 publications
(15 reference statements)
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“…Concerning the game elements in this Dimension, the lack of Acknowledgement may lead the user to a state of frustration, since their interactions are not being recognised as something important, whereas providing acknowledgements not properly planned may cause unexpected outcomes (e.g., earning badges based on time to finish a task may lead the students to complete tasks as fast as possible without taking into account whether they are correct). As for Level, it is considered a relevant element, especially when tied to Progression, according to (Toda et al 2019a). Lack of levels may lead the learner to think that they did not advance at all in their skills.…”
Section: Measurement Dimensionmentioning
confidence: 99%
See 1 more Smart Citation
“…Concerning the game elements in this Dimension, the lack of Acknowledgement may lead the user to a state of frustration, since their interactions are not being recognised as something important, whereas providing acknowledgements not properly planned may cause unexpected outcomes (e.g., earning badges based on time to finish a task may lead the students to complete tasks as fast as possible without taking into account whether they are correct). As for Level, it is considered a relevant element, especially when tied to Progression, according to (Toda et al 2019a). Lack of levels may lead the learner to think that they did not advance at all in their skills.…”
Section: Measurement Dimensionmentioning
confidence: 99%
“…Lack of levels may lead the learner to think that they did not advance at all in their skills. Following, according to (Toda et al 2019a), Progression is also considered a highly relevant element to learners, independent of gender. Lack of progression might lead the learner to a feeling of frustration and anxiety (Dignan 2011).…”
Section: Measurement Dimensionmentioning
confidence: 99%
“…These were interactive games that reinforced the concepts being taught. Beyond this, gamification elements included clear objectives, progress bars and completion indicators, completion statistics, novelty, meaningful narrative, and multisensory experiences (Toda et al, 2019) We also used scenario-based learning in the form of case studies with professional actors. These were short vignettes, lasting anywhere from one to 2 min.…”
Section: Discussionmentioning
confidence: 99%
“…Storium uses game design elements that are favourable in educational environments, such as avatars, narrative, storytelling, challenges and rewards, etc. [Toda et al 2019a]. In each Storium game, one player is the narrator, and everyone else takes on the role of a character in the story.…”
Section: The Storium Platformmentioning
confidence: 99%