The Shift to Gamification in Education: A Review on Dominant Issues

Ofosu-Ampong, Kingsley

doi:10.1177/0047239520917629

Cited by 85 publications

(37 citation statements)

References 55 publications

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“…Much of the existing studies in this context lack the theoretical foundations that could explain the motivational effects of the gamification (Sailer et al ., 2017; Seaborn and Fels, 2015). We concur with Ofosu-Ampong (2020) that to advance the literature on gamification, studies need to be rooted in psychological theories of motivation for learning. To fill this gap, this study roots its gamification design in SDT (Deci and Ryan, 2002) and evaluate its impact on the learning outcomes of students.…”

Section: Theoretical Underpinningssupporting

confidence: 71%

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Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education

Gupta

Goyal

2022

IJEM

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PurposeThe purpose of this paper is to design and incorporate gamebased pedagogy grounded in self-determination theory (SDT) for a higher education course in a business school program.Design/methodology/approachThe study evaluates the learning outcomes of students from higher education in gamified and non-gamified contexts. The study was conducted over a period of two years in a management institute in the National Capital Region of India. The participants of the gamification study were the students in the age group 22–25 years with 0–3 years of work experience.FindingsIn general, findings of this study suggest that the group that underwent the course with the game-based pedagogy had better learning outcomes. In the game design, this study found that the addition of “meaningfulness” to the game elements improved the engagement with the gamification process for the learners. Consequently, this study found that “meaningfulness” played an important role in engaging the students, thereby, leading to improved learning outcomes.Research limitations/implicationsThe study suggests that when the game design is rooted in theory, it is likely that the desired results from gamification will be achieved. The evaluation of the courses was done by the researcher themselves. An external evaluation is required to confirm the results of the gamification elements used in the course as enumerated in the paper.Practical implicationsAll the game elements used in the game design were underpinned by SDT which suggests that if the three innate needs of competence, relatedness and autonomy in individuals are met, the desired learning outcomes is likely to follow.Social implicationsDue to the use of an online environment for the conduct of the evaluations, the study permitted the students to receive and have access to constant feedback enabling them to improve and enhance their learning.Originality/valueExisting research shows inconsistent results with the use of gamification in the learning process. This study suggests that by grounding the gamification design in learning theory is more likely to achieve favourable results. In addition, if the game elements provide meaningfulness to the participants, the gamification process is more likely to succeed.

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Section: Theoretical Underpinningssupporting

confidence: 71%

“…Points are quantifiable rewards (Ofuso-Ampong, 2020) that can be collected by doing certain activities. They have been implemented in gamified settings to reward achievements (Zichermann and Cunningham, 2011), to quantify a player’s advancement (Werbach and Hunter, 2015; Sailer et al.…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education

Gupta

Goyal

2022

IJEM

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“…If students are not participatory and an educative environment does not arise naturally, it is necessary to create more interesting learning modules. Many researchers have already investigated various forms of education that have used games (Bai et al, 2020;Isabelle, 2020;Ofosu-Ampong, 2020).…”

Section: Figure 2 a Virtual Learning Platform With Mmo In The Classroommentioning

confidence: 99%

Is Gamification a Magic Tool?: Illusion, Remedy, and Future Opportunities in Enhancing Learning Outcomes during and beyond the COVID-19

Oe¹,

Takemoto²,

Ridwan³

2020

birle, budapest. internation. research. and. critic. in. lingui

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Gamification in education has been discussed with potential for further implementation at universities; however, practical suggestions concerning which key issues educators need to consider has far not been shared in academia. This study applied a qualitative approach using interview data with 24 students who participated in the business class with games as learning measures. It has found that most of them believed that gamification could be useful in reinforcing key themes and topics after having learnt them through traditional means: They appreciated the games as a supportive measure to ‘glue’ key knowledge to their learning. A significant drawback that they emphasised was that taking notes is not easy while they are involved in games, which made them unconfident and uncertain about the learning outcome. As a result, a conceptual framework for pedagogy stakeholders was proposed for further discussion of how to design a gamification-based curriculum effectively.

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“…A review of a variety of computer-based technologies found that digital games had the most evidence supporting their use to increase student engagement [ 30 ]. Game-based activities were successful, supporting the evidence that well-designed gamification can increase student engagement and motivation, and demonstrating the potential for gamification of educational content [ 31 , 32 ]. While the digital content was generally well received by youth, health educators also noted that the technology-based activities were not fully integrated into the curriculum.…”

Section: Discussionmentioning

confidence: 69%

Educators' Perspectives on Integrating Technology Into Sexual Health Education: Implementation Study

Decker¹,

Harrison²,

Price³

et al. 2022

JMIR Hum Factors

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Background In the last decade, the use of technology-based sexual health education has increased. Multiple studies have shown the feasibility of technology-based interventions, while a subset has also shown efficacy in improving youths’ sexual health outcomes such as increased condom use and knowledge. However, little is known about health educators’ experiences in integrating technology to augment sexual health curricula. Objective The purpose of this study was to assess the perceptions and experiences of health educators regarding the incorporation of technology into a sexual health education program designed for underserved youth in Fresno County, California, and to identify facilitators and challenges to incorporating technology into the in-person curriculum. Methods This implementation study used data collected as part of a cluster randomized controlled trial to evaluate In the Know (ITK), an in-person sexual health education curriculum that includes technology-based content, such as a resource locator, videos, and games, which can be accessed through a mobile app or website. Data from implementation logs from each cohort (n=51) and annual interviews (n=8) with health educators were analyzed to assess the health educators’ experiences using the technology and adaptations made during the implementation. Results The health educators reported that technological issues affected implementation to some degree: 87% of the time in the first year, which decreased to 47% in the third year as health educators’ familiarity with the app increased and functionality improved. Technology issues were also more common in non–school settings. Successes and challenges in 3 domains emerged: managing technology, usability of the ITK app, and youth engagement. The health educators generally had positive comments about the app and youth engagement with the technology-based content and activities; however, they also noted certain barriers to adolescents’ use of the mobile app including limited data storage and battery life on mobile phones. Conclusions Health educators require training and support to optimize technology as a resource for engaging with youth and providing sensitive information. Although technology is often presented as a solution to reach underserved populations, educational programs should consider the technological needs and limitations of the participants, educators, and settings. International Registered Report Identifier (IRRID) RR2-10.2196/18060

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The Shift to Gamification in Education: A Review on Dominant Issues

Cited by 85 publications

References 55 publications

Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education

Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education

Is Gamification a Magic Tool?: Illusion, Remedy, and Future Opportunities in Enhancing Learning Outcomes during and beyond the COVID-19

Educators' Perspectives on Integrating Technology Into Sexual Health Education: Implementation Study

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