Gamification in Education

Christopoulos, Athanasios; Mystakidis, Stylianos

doi:10.3390/encyclopedia3040089

Cited by 36 publications

(14 citation statements)

References 122 publications

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“…Central to this concept is the idea of ’gamification affordances,’ which refers to the characteristics of a gamified system that enable specific user interactions. These affordances are designed to transform the learning experience into a more game-like and engaging activity, leveraging elements such as points, badges, leaderboards, and narratives [ 12 – 14 ]. This approach has been theorized to facilitate deeper cognitive processing, enhance motivation, and promote a more active and participatory form of learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing ESG learning outcomes through gamification: An experimental study

Zhang

2024

PLoS ONE

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This study investigates the effectiveness of gamification in enhancing learning outcomes in Environmental, Social, and Governance (ESG) education. Employing a cluster randomized experiment, the research involved 22 classes from four universities, divided into gamified and traditional teaching groups. The gamified group engaged with ESG concepts through interactive, game-like elements, while the control group followed standard educational practices. The study aimed to determine whether gamification could improve ESG course effectiveness and enhance Psychological Ownership and Perceived Importance, thereby influencing learning outcomes. Data collected through post-experiment surveys were analyzed using multiple linear regression and Structural Equation Modeling (SEM). Results indicated that students in the gamified group performed significantly better in ESG exams compared to the control group, demonstrating the effectiveness of gamification in enhancing academic achievement. The SEM analysis further revealed that gamification positively impacted Psychological Ownership and Perceived Importance, which in turn significantly improved academic performance. These findings suggest that incorporating gamification in ESG education can effectively engage students and deepen their understanding of complex sustainability issues. This study contributes to the field by highlighting the potential of gamification as a transformative tool in higher education, particularly in teaching abstract and multifaceted subjects like ESG.

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Section: Literature Reviewmentioning

confidence: 99%

Enhancing ESG learning outcomes through gamification: An experimental study

Zhang

2024

PLoS ONE

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“…To exemplify, learners get the opportunity to create their own avatars, and at the same time, during lessons, they can chat with their classmates or open their microphones and speak. One would point out that the gamified aspects of this application are far more tempting, even for the most bored student, to try at least once [21]. At the same time, it is crucial to point out that immersive VR, just like a plethora of technological advances, has several drawbacks and limitations in educational settings, some of the most evident being its high cost, motion sickness, and suggested age limits.…”

Section: Background 21 Virtual Reality In Educationmentioning

confidence: 99%

Immersive Storytelling in Social Virtual Reality for Human-Centered Learning about Sensitive Historical Events

Papadopoulou,

Mystakidis,

Tsinakos

2024

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History is a subject that students often find uninspiring in school education. This paper explores the application of social VR metaverse platforms in combination with interactive, nonlinear web platforms designed for immersive storytelling to support learning about a sensitive historical event, namely the Asia Minor Catastrophe. The goal was to design an alternative method of learning history and investigate if it would engage students and foster their independence. A mixed-methods research design was applied. Thirty-four (n = 34) adult participants engaged in the interactive book and VR space over the course of three weeks. After an online workshop, feedback was collected from participants through a custom questionnaire. The quantitative data from the questionnaire were analyzed statistically utilizing IBM SPSS, while the qualitative responses were coded thematically. This study reveals that these two tools can enhance historical education by increasing student engagement, interaction, and understanding. Participants appreciated the immersive and participatory nature of the material. This study concludes that these technologies have the potential to enhance history education by promoting active participation and engagement.

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“…This strategy involves incorporating game design elements and structures, introducing gaming practices into contexts that originally had no connection to entertainment (Alsawaier, 2018). It is worth noting that gamification distinguishes itself from traditional approaches, which introduce components devoid of fun into gaming environments, where a task is incorporated into the playful experience (Christopoulos & Mystakidis, 2023). In contrast, gamification does not turn the teaching and learning process into a game but applies the motivational properties typical of games to other teaching activities.…”

Section: Gamification In Education In Scmmentioning

confidence: 99%

Gamification in Supply Chain Management (SCM) education: a practical experience with the Beer Game

Soliani,

Pereira,

De Freitas

et al. 2024

Cad. Pedagógico

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Effective supply chain management is crucial for organizational success, requiring a practical and profound understanding of essential concepts to optimize operations, gain a competitive advantage, ensure customer satisfaction, mitigate risks, and enable the adoption of innovations that enhance performance. The innovative teaching and learning approach known as gamification, exemplified by the Beer Game, prepares students to face real challenges by simulating a beer supply chain, highlighting its complexity and the "Bullwhip Effect" concept. The practical experience helps students identify the consequences of their decisions, emphasizing the importance of collaboration, coordination, and strategic decision-making. This study aimed to provide 38 students in Technology in Logistics and Bachelor of Administration courses with practical experience in managing a supply chain with variable demand through the Beer Game. The intervention combined theory and practice, using the Beer Game as a simulation tool. Results revealed imbalances in orders and difficulties in decision-making, especially concerning unfulfilled orders. Previously reviewed research has confirmed the effectiveness of the Beer Game as a teaching tool for supply chain management. The evaluation by participating students showed that the game had a significant impact on the development of logical reasoning and the assimilation of concepts, although 25-30% of students faced difficulties in understanding certain game concepts. It is suggested that future Beer Game sessions should include strategies to mitigate the "Bullwhip Effect" and deepen the analysis of decision-making behavior in the supply chain, preparing university students for future challenges in their careers.

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Gamification in Education

Cited by 36 publications

References 122 publications

Enhancing ESG learning outcomes through gamification: An experimental study

Enhancing ESG learning outcomes through gamification: An experimental study

Immersive Storytelling in Social Virtual Reality for Human-Centered Learning about Sensitive Historical Events

Gamification in Supply Chain Management (SCM) education: a practical experience with the Beer Game

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