Gamification

Kingsley, Tara L.; Grabner-Hagen, Melissa M.

doi:10.1002/jaal.426

Cited by 86 publications

(29 citation statements)

References 24 publications

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“…Token economies and variable reward systems are known to be highly motivating, and are very effective at shaping our behavior (Neyman, ). Recognizing this, to enhanced learning outcomes (Kingsley & Grabner‐Hagen, ), educators have begun to “gamify” learning, which simply means applying game‐based elements to a nongame situation (Deterding, Dixon, Khaled, & Nacke, ). Health researchers have also used gamification to increase fidelity to fitness programs or to catalyze adoption of healthier behaviors (Morford et al, ).…”

Section: Habitual Media‐usementioning

confidence: 99%

Adolescent technology engagement: It is more complicated than a lack of self‐control

Shapka

2019

Human Behav and Emerg Tech

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This is a theoretical paper about adolescent technology engagement. It overviews dual‐systems theory, which has been used to explain internet addiction, and purports that it is the result of deficits in self‐regulatory mechanisms that cannot suppress the learned and automatic habit to go online. Implicit in this perspective is that an individual has the goal of reducing his or her addictive tendencies around technology, and it is argued here that adolescents do not hold this goal. As developing adolescents become autonomous from their parents, their social goals become paramount and in today's digital world, they meet these emerging social needs through online socializing. This means that technology plays an adaptive function allowing adolescents to efficiently and effectively meet their developmentally appropriate social needs. Unfortunately, spending too much time online is linked to poor mental health outcomes, and online socializing doesn't actually satisfy social needs, which leads to maladaptive outcomes. Given that adolescents spend the most time online of any demographic and are at the highest risk for experiencing the negative outcomes associated with an overreliance on technology, untangling this issue is an important task for researchers. The paper discusses directions for future research, as well as approaches for intervention and prevention strategies.

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Section: Habitual Media‐usementioning

confidence: 99%

Adolescent technology engagement: It is more complicated than a lack of self‐control

Shapka

2019

Human Behav and Emerg Tech

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“…As Fuchs et al (2014) highlight, there are two ways of studying of gamification process: (i) in a general sense, as shown above with Huizinga (2009), regarding historical, social and cultural practices that take into account the pleasure as a relevant feature in different contexts, (ii) and in a specific sense in which game principles would be interesting to be applied in non-game contexts, an emphasis already attested by different authors (as DETERDING et al, 2011 quoted, but also ZICHERMANN;CUNNINGHAM, 2011;VIANNA et al, 2014;SCHLEMMER, 2014;KINGSLEY;GRABNER-HAGEN, 2015;LEFFA, 2014;LEFFA;PINTO, 2014). Actually, the study of gamification as a "limited practice" (FUCHS et al, 2014, p. 8) is related to different uses of gamification "as a means to embody the multifaceted, multimodal, and social aspects of New Literacies."…”

Section: Gamification As a Social Literacy Practicementioning

confidence: 77%

Academic Literacies and gamification: “strengths” and “weaknesses” in the visual-verbal textualization process

Alexandre

Komesu

2019

RLE

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This article analyzes discursive positions in visual-verbal productions of a Skills Tree (mechanics of the digital online game League of Legends), based on a gamified activity. A discursive position is understood as an enunciative position which characterizes a social and ideological identity in a certain discursive field (MAINGUENEAU, 2004). The theoretical framework is based on studies of New Literacy Studies and French Discursive Analysis concerning social practices of reading and writing in academic context. The qualitativeinterpretative analysis focuses on observing "strengths" and "weaknesses" recognized by the subjects themselves in this activity. The article aims to contribute to academic literacies studies, presenting game principles as didactic devices and resources which can be observed in different institutional contexts (academic and professional, for example). Furthermore, this proposal has the advantage of being able to be performed with or without the use of digital technologies.

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“…For vocabulary, it is a way to get students interested and excited about words, develop a playful context, and create a space for comprehensive vocabulary instruction. Gamification can benefit student engagement, motivation, and critical thinking (Deterding et al, 2011;Kingsley & Grabner-Hagen, 2015).…”

Section: Vocabulary By Gamificationmentioning

confidence: 99%

“…Badges, achievements, and rewards can help increase student motivation and provide feedback to students to document their progress in the game (Deterding et al, 2011;Kingsley, 2017;Kingsley & Grabner-Hagen, 2015). These mechanics can be earned for many different aspects of the gameplay, such as teamwork, engagement, creativity, grit, content mastery, or leveling up.…”

Section: Layers Of Engagement: Badges Achievements and Rewards Remmentioning

confidence: 99%

Vocabulary by Gamification

Kingsley¹,

Grabner-Hagen²

2017

The Reading Teacher

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Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified vocabulary curriculum begins with clear learning goals, a careful selection of key terms, and the transformation of activities into quest challenges. This article shares how to design a gamified vocabulary curriculum to scaffold higher order thinking skills. Snapshots and examples of vocabulary gamification, along with suggestions for everyday practice, are included and aligned to the levels of Bloom's taxonomy. A discussion on how gamification supports student autonomy and mastery learning in a goal‐oriented environment is provided.

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Gamification

Cited by 86 publications

References 24 publications

Adolescent technology engagement: It is more complicated than a lack of self‐control

Adolescent technology engagement: It is more complicated than a lack of self‐control

Academic Literacies and gamification: “strengths” and “weaknesses” in the visual-verbal textualization process

Vocabulary by Gamification

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