A Review of Methods for Adaptive Gamified Learning Environments

Alomair, Yasmeen; Hammami, Salah

doi:10.1109/iccais48893.2020.9096871

Cited by 5 publications

(4 citation statements)

References 6 publications

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“…These results are generally connected to the limitations of the “one size fits all” approach of traditional gamification principles. These limitations include the absence of consideration of individual needs, goals, and values of the user, the lack of personality level, and even the variety of users influenced by various motivations [1,5,27,32,57,78]. This indicates that the design of games must be user‐centered and supports multiple types of users.…”

Section: Resultsmentioning

confidence: 99%

Adaptive gamification in E‐learning: A literature review and future challenges

Bennani

Maalel

Ghezala

2021

Comp Applic In Engineering

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The trend of gamification in online education has grown as technological advancements allow for more digitized learning environments to create interactive and engaging learning experiences. Learners are motivated in various ways, which necessitates an understanding of gamification mechanics and dynamics that produce enjoyment to adapt them to a variety of factors such as personality, needs, values, and motivations of each learner. Furthermore, exploration and advancement in the field of artificial intelligence (AI) allow us to provide an intelligent adaptive gamification environment. The aim of this study is to review the existing literature on adaptive gamification in e‐learning, as well as to highlight the scoops and future challenges of adaptive gamification applications. The present research followed the literature review method. For the data collected in this study, we used a qualitative approach. This paper presents in the first part a literature review of studies and a synthesis of the literature on the application of adaptive gamification in online education. The second part deals with the use of AI with adaptive gamification in online education and proposes its different techniques and future adaptation.

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Section: Resultsmentioning

confidence: 99%

Adaptive gamification in E‐learning: A literature review and future challenges

Bennani

Maalel

Ghezala

2021

Comp Applic In Engineering

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“…In general, the results presented in the paper focus on more general and technical aspects, as well as, they are not focused on the area of education. Alomair and Hammami (2020) conducted a literature review to identify the methods used in adapting into gamification learning environments. Although the authors present and discuss some methods (Alomair & Hammami, 2020), this work also focuses on a unique technical aspect related to gamification adaptation and does not follow a systematic protocol.…”

Section: Related Workmentioning

confidence: 99%

Tailored gamification in education: A literature review and future agenda

et al. 2022

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Gamification has been widely used to design better educational systems aiming to increase students’ concentration, motivation, engagement, flow experience, and others positive experiences. With advances in research on gamification in education, over the past few years, many studies have highlighted the need to tailor the gamification design properties to match individual students’ needs, characteristics and preferences. Thus, different studies have been conducted to personalize the gamification in education. However, the results are still contradictory and need to be better understood to advance this field. To provide a complete understanding of this research domain, we conducted a systematic literature review to summarize the results and discussions on studies that cover the field of tailored gamified education. Following a systematic process, we analysed 2108 studies and identified 19 studies to answer our research questions. The results indicate that most of the studies only consider students’ gamer types to tailor the systems, and most of the experiments do not provide sufficient statistical evidence, especially regarding learning performance using tailored gamified systems. Based on the results, we also provided an agenda with different challenges, opportunities, and research directions to improve the literature on tailored gamification in education. Our study contributes to the field of gamification design in education.

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“…Thus, even though gamification can help increase learning motivation, it is important to know the characteristics of each individual. Unfortunately, most game systems incorporate game elements under the standard 'one measure fits all' approach to the standard gamification concept without considering the user's individual preferences, styles, needs and abilities (Alomair & Hammami, 2020). Therefore, to improve the conventional gamification approach, we have proposed adaptive gamification, a more user-centred design to accommodate various characteristics of different users and contexts (Böckle et al, 2018).…”

Section: Adaptive Gamificationmentioning

confidence: 99%

Towards Designing a Framework for Adaptive Gamification Learning Analytics in Quranic Memorisation

Hassan¹,

Shamsuddin²,

Yusof³

2022

JST

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The difficulty of sustaining and preserving the quality of Quranic memorisation is still an unsolved problem. Motivation and engagement are the most desired experiential qualities to memorise the Quran. This paper presents a framework for introducing adaptive gamification technology (integrated into the student learning experiences) by providing appropriate personalised formative memorising activities. A methodology that follows the three stages, which are analysis, design, and evaluation, was implemented in this study. A validation process by experts was conducted to get the relevant criticisms and recommendations for further improvement of the proposed framework. The results demonstrated that all components are compatible and usable for developing a prototype application specifically for self-learning Quranic memorisation. With proper integration of gamification in learning and assessment activities, a positive impact on the memorisation process can be achieved, such as higher satisfaction, motivation and greater achievement of students through appropriate learning analysis. Therefore, the proposed conceptual framework known as Gamification Learning for Al-Quran Memorisation (GLAM-Q) is expected to contribute significantly and be a reference model in developing a Quranic memorisation application.

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A Review of Methods for Adaptive Gamified Learning Environments

Cited by 5 publications

References 6 publications

Adaptive gamification in E‐learning: A literature review and future challenges

Adaptive gamification in E‐learning: A literature review and future challenges

Tailored gamification in education: A literature review and future agenda

Towards Designing a Framework for Adaptive Gamification Learning Analytics in Quranic Memorisation

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