Gamification of Education Using Computer Games

Nah, Fiona Fui‐Hoon; Telaprolu, Venkata Rajasekhar; Rallapalli, Shashank; Venkata, Pavani Rallapalli

doi:10.1007/978-3-642-39226-9_12

Cited by 79 publications

(71 citation statements)

References 6 publications

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“…The user-centered approach is underlined also by Nah et al [19] who propose "a gamification framework to provide guidance and suggestions to software designers and researchers in gamifying their educational applications". Their framework is based on:…”

Section: B Design Gamificationmentioning

confidence: 99%

Gamification in MOOCs to enhance users' goal achievement

Antonaci

Klemke

Stracke

et al. 2017

2017 IEEE Global Engineering Education Conference (EDUCON)

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Abstract-Gamification in engineering education has been applied with success in the last years. Also, Massive Open Online Courses (MOOCs) are recognized as a good strategy to enhance engineering education. Nevertheless, MOOCs have two main weaknesses: first, lack of addressing personal goals; and second, low completion rates in comparison to the number of registrations to the MOOCs. To improve learning experiences in MOOCs and to strengthen self-regulated personalized learning we propose the application of gamification in MOOCs. Our assumption is that MOOC learners will better succeed in achieving their goals if they can individually personalize and plan their learning paths through gamification. This assumption is based on the implementation intention theory which claims that people who foster their goal intentions with implementation intentions are comparatively more successful in their personal goal achievements. Based on a preliminary literature review this article presents and arguments on our research idea on how to apply gamification to enhance MOOC users' goal achievement. Besides, it introduces a new perspective on MOOC completion rates based on the user intention and a new way of measuring it via the Personal Goal Achievement Ratio (PGAR) and the Overall Goal Achievement Ratio (OGAR).

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Section: B Design Gamificationmentioning

confidence: 99%

Gamification in MOOCs to enhance users' goal achievement

Antonaci

Klemke

Stracke

et al. 2017

2017 IEEE Global Engineering Education Conference (EDUCON)

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“…Kiili's (2005b) study shows that achieving flow was problematic when difficulties with using the game or technology occurred and when gamefulness was perceived as low. Kiili (2005b) noted that educational games also need a good level of gamefulness, which refers to the use of game design elements such as leaderboards, levels, points, badges, and trophies (Nah et al, 2013).…”

Section: Game/system Characteristicsmentioning

confidence: 99%

“…3 PBL (points, badges, and leaderboards), a term coined by Werbach and Hunter (2012), comprises a set of game elements that are most commonly used in various games as well as non-game systems (Nah et al, 2013;Zichermann and Cunningham, 2011).…”

Section: Game Design Elements For Inducing Flowmentioning

confidence: 99%

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Flow in gaming: literature synthesis and framework development

Nah

Eschenbrenner

Zeng

et al. 2014

IJISAM

Self Cite

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Flow, a state of optimal experience where one is completely absorbed and immersed in an activity, is an important phenomenon for studying and designing games. In this article, we synthesise the literature on flow in gaming to discern existing research streams, and identify the antecedents, dimensions, and outcomes of flow which are then integrated into a framework. Based on the findings, we provide suggestions for game design elements that practitioners, such as game designers, may find useful for creating or inducing flow in gaming. We also discuss implications for research and practice as well as provide suggestions for future research.

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“…Gamification is the tactics used to contribute motivation principles and engagement based on the gaming concept into ordinary activities. According to Nah et al [2], one of the techniques can be used to motivate students are by integrating gamification into learning. Gamification of learning is another way to use game dynamics and game mechanics in education.…”

Section: Introductionmentioning

confidence: 99%

Influence of Gamification on Students’ Motivation in using E-Learning Applications Based on the Motivational Design Model

Hamzah

Ali

Saman

et al. 2015

Int. J. Emerg. Technol. Learn.

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Abstract-Students' motivation is an important factor in ensuring the success of e-learning implementation. In order to ensure students is motivated to use e-learning, motivational design has been used during the development process of e-learning applications. The use of gamification in learning context can help to increase student motivation. The ARCS+G model of motivational design is used as a guide for the gamification of learning. This study focuses on the influence of gamification on students' motivation in using elearning applications based on the ARCS+G model. Data from the Instructional Materials Motivation Scale (IMMS) questionnaire, were gathered and analyzed for comparison of two groups (one control and one experimental) in attention, relevance, confidence, and satisfaction categories. Based on the result of analysis, students from the experimental group are more motivated to use e-learning applications compared with the controlled group. This proves that gamification affect students' motivation when used in elearning applications.Index Terms-Gamification, Motivational Design, ARCS Model, ARCS+G Model.

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Gamification of Education Using Computer Games

Cited by 79 publications

References 6 publications

Gamification in MOOCs to enhance users' goal achievement

Gamification in MOOCs to enhance users' goal achievement

Flow in gaming: literature synthesis and framework development

Influence of Gamification on Students’ Motivation in using E-Learning Applications Based on the Motivational Design Model

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