The politics of gamification: Education, neoliberalism and the knowledge economy

Tulloch, Rowan; Randell‐Moon, Holly

doi:10.1080/10714413.2018.1472484

Cited by 23 publications

(12 citation statements)

References 23 publications

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“…Firstly, gamification means different things to different people, has been described as a complex and controversial topic, and is perhaps best seen as a contested concept, with little general consensus on either how it takes place or its consequences within organisations. Tulloch [70], for example, suggested that while gamification had been enthusiastically embraced by marketing and education, it had also been dismissed as exploitative by other functions and disciplines. At the same time, Vera and Harviainen [71], for example, argue that gamification oversells its promise and effectively sidesteps the major challenges involved in the design of gamified interventions.…”

Section: Discussionmentioning

confidence: 99%

The Evolution of Enterprise Gamification in the Digital Era and the Role of Value-Based Models

2022

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Gamification’s adoption in the enterprise today is on the rise and provides benefits such as customer loyalty and increased employee engagement. In this article, the use of gamification in the enterprise is assessed in seeking to understand how fully gamified systems differ from related concepts such as toys, playful designs, and serious games. Given the increasing interest in enterprise gamification, it is useful to evaluate how it has evolved and its acceptance via a multidisciplinary lens. It is also critical to assess frameworks and approaches applied in understanding the trend. The current article concludes that a value-oriented approach is needed for a more comprehensive understanding of enterprise gamification acceptance and users’ experience, particularly in today’s workforce that is largely dominated by millennials.

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Section: Discussionmentioning

confidence: 99%

The Evolution of Enterprise Gamification in the Digital Era and the Role of Value-Based Models

2022

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“…as it is, rather, an exemplification of the application of neoliberal logic to learning (Tulloch & Randell-Moon 2018). There are many committed educators trying to use the managerial enthusiasm for these trends to create space for more liberatory pedagogies, just as many worked within older educational systems in creative ways: FemTechNet's Distributed Open Collaborative Course model is one such example (Rault & Cowan 2017).…”

Section: Difficulties For Open Literacymentioning

confidence: 99%

Teaching Open Literacies

Croeser

2020

Cultural Science Journal

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University teaching, particularly teaching with and about digital technologies, can play a role in developing and expanding open literacies. At the same time, we face a range of challenges as teachers. The managerial focus on measuring and quantifying teaching and learning outcomes within academia often works against the evidence on pedagogical best practice. Despite claims made about ‘digital natives’, we find that students of all ages frequently have difficulty sorting through the mass of information available online. It is not enough, as teachers, to simply provide content to students, or even to ‘engage’ students through gamified learning and other digitally supported teaching methods. To effectively support open literacies within university education we need to question institutionalized practices, including commitment to discipline canon and to a depoliticized, depersonalized approach to teaching. In order to be effective, I argue that our pedagogies must be diverse, context-dependent, and reflexive.

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“…Many contexts, various learning practices, and different educational content have been targeted in games-related pedagogy [5][6][7][8]. While a lot of enthusiasm appears to exist for the endeavour, and great expectations are regularly formulated [9], the purposeful exploitation of play for learning has yet met with often mixed results [10][11][12], and has also drawn a fair amount of criticism [11,[13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Bunno's Fabulous Soap‐Making Challenge – Educational Concept, Game Design, and Initial Evaluation

et al. 2023

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Bunno's Fabulous Soap-Making Challenge is intended to be both a game that is played for fun and a game from which subject content can be learned. The game is a resource-managing game in which players plan, organize, and execute the production of soap. This article critically discusses the game concept. It also describes the educational theory, the game design as well as the educational content and the projected learning outcomes of the game. The results of an initial evaluation of the game are presented. A mixed-methods approach finds that players enjoyed playing the game. The players make several recommendations, including the addition of specific game mechanics that offer players a greater level of in-game control and increasing the challenge and complexity of the game.

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The politics of gamification: Education, neoliberalism and the knowledge economy

Cited by 23 publications

References 23 publications

The Evolution of Enterprise Gamification in the Digital Era and the Role of Value-Based Models

The Evolution of Enterprise Gamification in the Digital Era and the Role of Value-Based Models

Teaching Open Literacies

Bunno's Fabulous Soap‐Making Challenge – Educational Concept, Game Design, and Initial Evaluation

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