A Systematic Design Model for Gamified Learning Environments

Abstract

This formative research study is an attempt to develop a design model for gamified learning experiences situated in real-life educational contexts. This chapter reports on the overall gamification model with the emphasis on the contexts and their interactions. With this focus, this chapter aims to posit an alternative perspective to existing gamification design praxis in education which mainly focuses on separate game elements, by arguing that designing a gamified learning experience needs a systematic approach with considerations of the interrelated dimensions and their interplays. The study was conducted throughout the 2014-15 academic year, and the data were collected from two separate groups of pre-service teachers through observations and document collections (n=118) and four sets of interviews (n=42). The results showed that gamification design has intertwined components that form a fuzzy design model: GELD. The findings also support the complex and the dynamic nature of gamified learning design, and the need for a more systematic approach to design and development of such experiences.

The Impact of Educational Games on Learning Outcomes

“…When considering conducive conditions for motivation, psychologically safe environments play a crucial role. These environments allow participants to freely express their opinions and make progress without fear of failure (Aldemir et al, 2019;Kapp, 2012). During gamification procedures, participants experience a sense of satisfaction and positive motivation once they achieve their goals of knowledge or skill mastery (Deterding et al, 2011).…”

“…Instructors should pay attention to the design of gamified courses based on the principles of gamification. Several influential factors, such as participants' emotional states, course integration, and adaptation, need to be considered (Aldemir et al, 2019).…”

“…In addition, gamified courses can integrate both online and in-class sessions (Aldemir et al, 2019;Keller, 2010). Both formats require flexibility, availability of materials, self-paced learning, social interactions, and direct interaction with instructors (Aldemir et al, 2019).…”

Öğretmen Eği̇ti̇mi̇nde Harmanlanmiş Öğrenme Modeli̇ni̇n Kullanildiği Li̇sansüstü Tez Çalişmalarinin İncelenmesi̇

“…Lisansüstü düzeyde harmanlanmış öğrenme modelini temel alan ve öğretmen adaylarını örneklem grubu olarak tercih eden tez çalışmalarını incelendiğinde, 29 adet yüksek lisans tezi (Ersoy, 2003;Dönmez, 2005;Çetiz, 2006;Çolakoğlu, 2009;Şimşek, 2009;Kirişçioğlu, 2009;Çağlar, 2010;Sasa, 2011;Azgur, 2011;Küçük, 2012;Güler, 2013;Hamutoğlu, 2013;Ergül, 2013;Sungur, 2014;Güler, 2014;Kahyaoğlu, 2014;Aldemir, 2015;Kale, 2017;Özdemir, 2019;Koç, 2019;Coşkun, 2020;Yaşar, 2020;Ermiş, 2020) ve 31 adet doktora tezine (Delialioğlu, 2004;Ünsal, 2007;Usta, 2007;Caner, 2009;Cabı, 2009;Yılmaz, 2009;Kocaman Karoğlu, 2009;Ersoy, 2009;Öztürk, 2009;Gedik 2010;Öngöz, 2011;Kalelioğlu,2011;Çardak, 2012;Dişli, 2012;Ateş-Çobanoğlu, 2013;Pesen, 2014;Kuzu, 2014;Döş, 2014;Pala,2014;Kılıç, 2015;Çırak, 2016;…”

Cybersecurity educational games: a theoretical framework

“…While the characteristics of a game and its context are important determinants of its effect on learning, the characteristics of the user play an equally important role (Aldemir et al , 2019). It is generally accepted that people have different learning styles and that different styles can affect learning outcomes (Reiff, 1992).…”