Engaging children with educational content via Gamification

Nand, Kalpana; Baghaei, Nilufar; Casey, John P.; Barmada, Bashar; Mehdipour, Farhad; Liang, Hai-Ning

doi:10.1186/s40561-019-0085-2

Cited by 58 publications

(41 citation statements)

References 23 publications

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“…Gamification has been extensively used in educational environments and instructional practices (Dichev and Dicheva 2017) to enhance students' engagement and motivation through the employment of game design elements outside of a fully-fledged game (Barata et al 2015;Deterding et al 2011;Kapp 2012;Nand et al 2019). While recognizing the available game elements and choosing which of them must be employed in gamified environments are not trivial tasks, some gamification frameworks are aiming to help designers with that.…”

Section: Introductionmentioning

confidence: 99%

Analysing gamification elements in educational environments using an existing Gamification taxonomy

Toda

Klock

Oliveira

et al. 2019

Smart Learn. Environ.

196

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Gamification has been widely employed in the educational domain over the past eight years when the term became a trend. However, the literature states that gamification still lacks formal definitions to support the design and analysis of gamified strategies. This paper analysed the game elements employed in gamified learning environments through a previously proposed and evaluated taxonomy while detailing and expanding this taxonomy. In the current paper, we describe our taxonomy in-depth as well as expand it. Our new structured results demonstrate an extension of the proposed taxonomy which results from this process, is divided into five dimensions, related to the learner and the learning environment. Our main contribution is the detailed taxonomy that can be used to design and evaluate gamification design in learning environments.

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Section: Introductionmentioning

confidence: 99%

Analysing gamification elements in educational environments using an existing Gamification taxonomy

Toda

Klock

Oliveira

et al. 2019

Smart Learn. Environ.

196

View full text Add to dashboard Cite

show abstract

“…It is interesting to see the study results in New Zealand that compared two groups of children aged 9-10 years. This study concludes that the application used in gamification, which is enriched with many fun features, can increase students' engagement in the learning process [35]. But let's look at the examples of gamification above at the higher education level.…”

Section: • the Example Of Gamification In Higher Education Inmentioning

confidence: 82%

Gamification in Education Context: The Intention, The Design and The Result

Dinata

2021

Inf. J. Ilm. Bid. Teknol. Inf. dan Komun.

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Gamification has been widely adopted in many areas, including in the educational context. The students need to be motivated in following the learning process because everyone feels happy to learn if there is no coercion. By presenting something fun and enjoyable, students are expected to be more involved in the learning process, which will achieve better learning outcomes. Gamification is very reliable in bringing fun and pleasure to the learning process for the students. We analyze three items from the previous study; the intention and what the goals are expected, how to design, and the result of gamification in the education context. We found the intentions of gamification adoption in an educational context. They are to increase students' motivation to learn and present an alternative learning method that is more fun and enjoyable. And for the success of this gamification program, a game application can be developed using existing sophisticated technology and by presenting a reward system mechanism. The presence of points, badges, and leader boards cannot be separated from the gamification because it is a very inherent gamification feature to motivate students to play the game. Getting students to use the games intensively is not the only result we expect, but it also makes students learn better to produce good learning outcomes.

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“…In [ 17 ], the authors explore the effect of digital games on students’ scientific competencies. In [ 18 ], the authors investigate the effectiveness of gamification in teaching numeracy in primary school.…”

Section: Background and Related Workmentioning

confidence: 99%

Technology-enhanced and game based learning for children with special needs: a systematic mapping study

Gallud

Carreño

Tesoriero

et al. 2021

Univ Access Inf Soc

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Technology-based education of children with special needs has become the focus of many research works in recent years. The wide range of different disabilities that are encompassed by the term “special needs”, together with the educational requirements of the children affected, represent an enormous multidisciplinary challenge for the research community. In this article, we present a systematic literature review of technology-enhanced and game-based learning systems and methods applied on children with special needs. The article analyzes the state-of-the-art of the research in this field by selecting a group of primary studies and answering a set of research questions. Although there are some previous systematic reviews, it is still not clear what the best tools, games or academic subjects (with technology-enhanced, game-based learning) are, out of those that have obtained good results with children with special needs. The 18 articles selected (carefully filtered out of 614 contributions) have been used to reveal the most frequent disabilities, the different technologies used in the prototypes, the number of learning subjects, and the kind of learning games used. The article also summarizes research opportunities identified in the primary studies.

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Engaging children with educational content via Gamification

Cited by 58 publications

References 23 publications

Analysing gamification elements in educational environments using an existing Gamification taxonomy

Analysing gamification elements in educational environments using an existing Gamification taxonomy

Gamification in Education Context: The Intention, The Design and The Result

Technology-enhanced and game based learning for children with special needs: a systematic mapping study

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