What is Gamification in Learning and Education?

Kim, Sang-Kyun; Song, Kibong; Lockee, Barbara B.; Burton, John K.

doi:10.1007/978-3-319-47283-6_4

Cited by 86 publications

(98 citation statements)

References 33 publications

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“…Video gaming is growing, not only as a gaming phenomenon but also as a field of study. Video gaming has been studied from a variety of different areas, such as rehabilitation of gait and balance problems (Ravenek et al, 2016), identifying gaming disorder (Kaptsis et al, 2016), neurological aspect of gaming (Palaus et al, 2017), how gaming affects the brain structure (Brilliant et al, 2019), potential associations between gaming and cognition (Röhlcke et al, 2018;Nuyens et al, 2019), and whether education can be gamified (Kim et al, 2018). Today, video gaming and e-sport are challenging more "traditional" sports in terms of the increasing amount of both recreation players and professional players.…”

Section: Introductionmentioning

confidence: 99%

A Motivational Model Explaining Performance in Video Games

et al. 2020

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Esports are a rapidly growing phenomenon and understanding of factors underlying game performance are therefore of great interest. The present study investigated the influence of satisfaction of basic psychological needs (competence, autonomy, and relatedness), type of motivation (amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation), and number of matches played (time on task) on individuals' performance on a matchmaking rating (MMR) in the video game Defence of the Ancients 2 (Dota 2). Collected data from 315 participants was included in the analyses. A web-based questionnaire was used to collect data and structural equation modelling (SEM) was performed to analyze the data. The results show that perceived competence and autonomy were the only significant predictors of MMR performance beyond matches played. Fulfillment of relatedness, as well as motivational factors, were not found to be predictors of MMR scores. The strong effect of matches played, used as proxy of time on task, emphasize the effect of time and practice as a critical aspect of video-game expertise.

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Section: Introductionmentioning

confidence: 99%

A Motivational Model Explaining Performance in Video Games

et al. 2020

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“…Online games or digital games vary in terms of the number of players and categories. Digital games have many types and categories, from individual to large groups and from educational to fantasy respectively (Kim, Song, & Burton, 2018;Chun, Kern, & Smith, 2016). Additionally, "language game is a game with rules that have linguistic aims and they are agreed with the participants" (Ibrahim, 2016, p. 54).…”

Section: 13online Language Gamesmentioning

confidence: 99%

Improving ESL Learners’ Grammar with Gamified-Learning

2019

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Aligning with the Industrial Revolution 4.0, an abundance of high-tech inventions has embarked their pavements in the educational field. Despite being under the 21st-century umbrella, the English language proficiency of Asian learners is still a few steps behind. Undeniably, most of the English as a Second Language (ESL) learners in Asian countries face challenges in learning ESL grammar. Grammar has been an intricate component to master due to its nature of complexity. This study aimed at exploring the effectiveness of using online language games in improving ESL learners' grammar. A total of 30 students in a secondary school were involved in this research. The research design of the quasi-experimental method was used, employing the pre and post-test. Data were analyzed using percentages to compare the results after three interventions of gamified-learning known as Socrative, PowerPoint Challenge Game, and Kahoot! The main findings indicated that learners' scores on the grammar post-test showed a significant increase from the pre-test. The improvements can be seen in the grading system, whereby, no participant obtained a grade D and E in the post-test as compared to the pre-test. Hence, the results depicted that gamified-learning is effective in teaching grammar to ESL learners.

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“…Although, these elements be called as the "characteristic" of games, but can also be used in other entertainment application and not specify to relative game genre. Design of a gamified system, also require game mechanisms and strategies [13][14][15][16]. Game elements, mechanisms and strategies are designed to motivate the user and increase the user's engagement based on intrinsic motivation theory.…”

Section: Introductionmentioning

confidence: 99%

Gamification concept for encouraging lecture attendance

Kasinathan

Rani

et al. 2019

IJEECS

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<span>New generation of students has high dependence on technology and embrace social learning environments that have low barrier to access. This means in-class lectures are not popular anymore, and in fact has become a burden for them to cope. To resolve the issue of low student attendance, this paper proposes a character growth game with the concept of gamification in education that is able to track and reward student attendance called PetAttendToClass. PetAttendToClass is a client-based system developed using C# and unity3D game engine. Although finding from the UAT session revealed that some users believed that attendance is the responsibility of the student, gamification is meant to turn this mundane responsibility into something motivative, interactive and interesting. It is hoped that by gamifying the class attendance, student will be motivated to attend their daily classes.</span>

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What is Gamification in Learning and Education?

Cited by 86 publications

References 33 publications

A Motivational Model Explaining Performance in Video Games

A Motivational Model Explaining Performance in Video Games

Improving ESL Learners’ Grammar with Gamified-Learning

Gamification concept for encouraging lecture attendance

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