Gamification and Learning: A Comparative Study of Design Frameworks

Garone, Priscilla Maria Cardoso; Nesteriuk, Sérgio

doi:10.1007/978-3-030-22219-2_35

Cited by 23 publications

(18 citation statements)

References 11 publications

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“…Según Deterding et al (2011), la gamificación se diferencia del juego, principalmen-te por cuatro elementos característicos: el concepto de game no es equiparable al de play; no se gamifica a partir del juego en su totalidad, si no en partes (element); un buen diseño aumenta la motivación de los alumnos, y como consecuencia se incrementa la implicación, y por último, non-game-context, referido a que no se trabaja desde el juego, sino que están inmersos en el contexto educativo. Es importante diferenciar también los modos de gamificación que pueden implementar los docentes en el aula: la superficial o de contenido, caracterizada por ser una acción corta y puntual; y la estructural o profunda, presente en la programación completa de un curso (Garone & Nesteriuk, 2019).…”

Section: Aproximación Conceptual Sobre Gamificaciónunclassified

Alfabetización del profesorado en gamificación mediada por las TIC. Estado del arte

Sarmiento

Prados

Bernal

et al. 2021

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Recognizing the need for teacher literacy, highly supported by educational research, this work aims to carry out a reflective exercise on the educational potential of gamification mediated by Information and Communication Technologies (ICT) and its inclusion in the educational curriculum, offering all those aspects that a teacher who wishes to start in the gamification of their subject should know. To do this, following the methodological parameters of the state of the art, the concepts related to the term, such as learning through games or gamification, among others, are reviewed, as well as the features and characteristics of this active methodology and the educational impact it has in students, considering the perspective of different authors and the results of various investigations. Finally, some ICT tools and psychopedagogical guidelines are exposed that facilitate the implementation of gamification in the classroom by teachers. Every literacy process implies reaching the teaching competence level that contributes to the experiential transfer of knowledge to the classroom. With this intention this article has been constructed, wishing that it was inspiring and that it promoted the teaching methodological change.

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Section: Aproximación Conceptual Sobre Gamificaciónunclassified

Alfabetización del profesorado en gamificación mediada por las TIC. Estado del arte

Sarmiento

Prados

Bernal

et al. 2021

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“…Existen dos formas de incorporar la gamificación en los contextos educativos: la gamificación superficial o de contenido, que se utiliza de forma puntual en una clase o actividad; y la gamificación estructural o profunda, que se implementa en toda la estructura de un curso (Garone & Nesteriuk, 2019).…”

Section: Tipos De Gamificaciónunclassified

Gamificación en el ámbito educativo: Un análisis bibliométrico

Acosta-Medina

Torres-Barreto

Álvarez-Melgarejo

et al. 2020

revinv

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Artículo recibido en septiembre 16 de 2019; artículo aceptado en noviembre 15 de 2019 Este artículo puede compartirse bajo la licencia Licencia Creative Commons Atribución-NoComercial-Compartir Igual 4.0 Internacional y se referencia usando el siguiente formato: Acosta-Medina, J. K., Torres-Barreto, M. L., Álvarez-Melgarejo, M. & Paba-Medina, M. C. (2020). Gamificación en el ámbito educativo: Un análisis bibliométrico. I+D Revista de Investigaciones, 15 (1), 28-36. _____________________________________________________________________________________ ResumenLa gamificación se entiende como la incorporación de elementos propios del juego en contextos que no son lúdicos, con el objetivo de aumentar la concentración y el compromiso, de modo que se alcance una mayor motivación para realizar tareas que a priori pueden parecer poco atractivas. Dada su relevancia, este artículo presenta un análisis bibliométrico acerca del avance que ha tenido el uso de herramientas gamificadas en el ámbito educativo. Para desarrollar esta investigación, se realizó una búsqueda de literatura en Scopus y Web of Science. Los resultados de este ejercicio se analizaron utilizando el software Vantage Point, en términos de tipo de documentos, productividad, análisis léxico y áreas de investigación. Los hallazgos de este estudio indican que la gamificación es una temática cada vez más relevante, lo que se soporta en diferentes investigaciones científicas. Se trata de un campo que puede aplicarse en diversos contextos educativos y que puede generar múltiples beneficios, como aumento de motivación y engagement. AbstractGamification is understood as the incorporation of playful elements in contexts that are not recreational, to increase concentration and commitment, in order to increase the motivation to perform tasks that a priori may seem unattractive. Given its relevance, this article presents a bibliometric analysis of the progress made by the use of gamified tools in the educational field. For the development of this research, a search of literature was conducted in Scopus and Web of Science. The results of this exercise were analyzed using Software Vantage Point, in terms of the type of documents, productivity, lexical analysis, and research areas. The findings of this study indicate that gamification is an increasingly relevant subject supported by different scientific research. It is a field that can be applied in various educational contexts and that can generate multiple benefits such as increased motivation and engagement.

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“…Game technologies create opportunities for higher education institutions to redesign and innovate their e-learning models to support learning experiences among learners (Alhammad & Moreno, 2018 ). The introduction and growing expansion of gamification in education and learning contexts promotes critical reflection on the development of projects that transform students’ learning experiences (Garone & Nesteriuk, 2019 ). However, is it that simple to create effective gamified e-learning systems especially in the context of higher education?…”

Section: Introductionmentioning

confidence: 99%

Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

119

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In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.

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Gamification and Learning: A Comparative Study of Design Frameworks

Cited by 23 publications

References 11 publications

Alfabetización del profesorado en gamificación mediada por las TIC. Estado del arte

Alfabetización del profesorado en gamificación mediada por las TIC. Estado del arte

Gamificación en el ámbito educativo: Un análisis bibliométrico

Gamification of e-learning in higher education: a systematic literature review

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