A Taxonomy of Game Elements for Gamification in Educational Contexts: Proposal and Evaluation

Toda, Armando M.; Oliveira, Wilk; Klock, Ana Carolina Tomé; Palomino, Paula T.; Pimenta, Marcelo Soares; Bittencourt, Ig Ibert; Shi, Lei; Gasparini, Isabela; Isotani, Seiji; Cristea, Alexandra I.

doi:10.1109/icalt.2019.00028

Cited by 56 publications

(61 citation statements)

References 10 publications

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“…These were interactive games that reinforced the concepts being taught. Beyond this, gamification elements included clear objectives, progress bars and completion indicators, completion statistics, novelty, meaningful narrative, and multisensory experiences (Toda et al, 2019) We also used scenario-based learning in the form of case studies with professional actors. These were short vignettes, lasting anywhere from one to 2 min.…”

Section: Discussionmentioning

confidence: 99%

Is Fun For Wellness Engaging? Evaluation of User Experience of an Online Intervention to Promote Well-Being and Physical Activity

Scarpa

Prilletensky

McMahon

et al. 2021

Front. Comput. Sci.

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Online well-being interventions demonstrate great promise in terms of both engagement and outcomes. Fun For Wellness (FFW) is a novel online intervention grounded in self-efficacy theory and intended to improve multidimensional well-being and physical activity through multi-modal methods. These strategies include capability-enhancing opportunities, learning experiences such as games, video vignettes, and self-assessments. RCT studies have suggested that FFW is efficacious in improving subjective and domain-specific well-being, and effective in improving mental health, physical health, physical activity, and self-efficacy in United States. adults who are overweight and in the general population. The present study uses qualitative and quantitative user experience data collected during two RCT trials to understand and evaluate engagement with FFW, its drivers, and its outcomes. Results suggest that FFW is enjoyable, moderately engaging, and easy to use; and contributes to positive outcomes including skill development and enhanced confidence, for both overweight individuals and the general adult population. Drivers of engagement appear to include rewards, gamification, scenario-based learning, visual tracking for self-monitoring, ease of use and simple communications, and the entertaining, interactive nature of program activities. Findings indicate that there are opportunities to streamline and simplify the experience. These results can help improve FFW and contribute to the science of engagement with online interventions designed to improve well-being.

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Section: Discussionmentioning

confidence: 99%

Is Fun For Wellness Engaging? Evaluation of User Experience of an Online Intervention to Promote Well-Being and Physical Activity

Scarpa

Prilletensky

McMahon

et al. 2021

Front. Comput. Sci.

View full text Add to dashboard Cite

show abstract

“…Concerning the game elements in this Dimension, the lack of Acknowledgement may lead the user to a state of frustration, since their interactions are not being recognised as something important, whereas providing acknowledgements not properly planned may cause unexpected outcomes (e.g., earning badges based on time to finish a task may lead the students to complete tasks as fast as possible without taking into account whether they are correct). As for Level, it is considered a relevant element, especially when tied to Progression, according to (Toda et al 2019a). Lack of levels may lead the learner to think that they did not advance at all in their skills.…”

Section: Measurement Dimensionmentioning

confidence: 99%

“…Lack of levels may lead the learner to think that they did not advance at all in their skills. Following, according to (Toda et al 2019a), Progression is also considered a highly relevant element to learners, independent of gender. Lack of progression might lead the learner to a feeling of frustration and anxiety (Dignan 2011).…”

Section: Measurement Dimensionmentioning

confidence: 99%

Analysing gamification elements in educational environments using an existing Gamification taxonomy

Toda

Klock

Oliveira

et al. 2019

Smart Learn. Environ.

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128

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Gamification has been widely employed in the educational domain over the past eight years when the term became a trend. However, the literature states that gamification still lacks formal definitions to support the design and analysis of gamified strategies. This paper analysed the game elements employed in gamified learning environments through a previously proposed and evaluated taxonomy while detailing and expanding this taxonomy. In the current paper, we describe our taxonomy in-depth as well as expand it. Our new structured results demonstrate an extension of the proposed taxonomy which results from this process, is divided into five dimensions, related to the learner and the learning environment. Our main contribution is the detailed taxonomy that can be used to design and evaluate gamification design in learning environments.

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“…Storium uses game design elements that are favourable in educational environments, such as avatars, narrative, storytelling, challenges and rewards, etc. [Toda et al 2019a]. In each Storium game, one player is the narrator, and everyone else takes on the role of a character in the story.…”

Section: The Storium Platformmentioning

confidence: 99%

Teaching Interactive Fiction for Undergraduate Students with the Aid of Information Technologies: An Experience Report

Palomino

Toda

Oliveira

et al. 2019

RENOTE

Self Cite

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This paper presents an experience report concerning the use of a platformcalled “Storium” in the subject of “Interactive Fiction” for undergraduatestudents, from a Digital Design Course. The objective was to use the learningtheories of constructivism and multimedia learning to create an instructionalplan devised to teach the students how to create complex interactive narrativesand stories from a practical perspective. During the course, the students learnedthe subject’s theoretical concepts and applied them directly, creating their owninteractive fiction. The results from this research proposes a new approach, usingdigital tools whose resources provides an environment for the creation ofinteractive narratives. These narratives can be used to aid future designs ofinstructional plans for complex writing concepts.

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A Taxonomy of Game Elements for Gamification in Educational Contexts: Proposal and Evaluation

Cited by 56 publications

References 10 publications

Is Fun For Wellness Engaging? Evaluation of User Experience of an Online Intervention to Promote Well-Being and Physical Activity

Is Fun For Wellness Engaging? Evaluation of User Experience of an Online Intervention to Promote Well-Being and Physical Activity

Analysing gamification elements in educational environments using an existing Gamification taxonomy

Teaching Interactive Fiction for Undergraduate Students with the Aid of Information Technologies: An Experience Report

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