An approach for planning and deploying gamification concepts with social networks within educational contexts

Toda, Armando M.; Carmo, Ricardo Melo Casseb do; Silva, Alan Pedro da; Bittencourt, Ig Ibert; Isotani, Seiji

doi:10.1016/j.ijinfomgt.2018.10.001

Cited by 85 publications

(65 citation statements)

References 25 publications

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“…In a study conducted by Dithmer et al in 2016, proposed a prototype experiment to help heart patients undergo telerehabilitation using the Teledialog Method to encourage patients. Also, there is research on improving learning with the gamification method associated with social networking [17]. The implementation of gamification methods and social media is to increase student participation in learning for emergency medicine in the world of health [18].…”

Section: Related Workmentioning

confidence: 99%

Applying Social-Gamification for Interactive Learning in Tuberculosis Education

Sudana¹,

Emanuel²,

Suyoto³

et al. 2020

IJACSA

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There are several methods of education for tuberculosis, and one of them is through the DOTS (Direct Observed Treatment Shortcourse) program. The management of tuberculosis education through the DOTS program is performed in clinics and hospitals only to patients and their families. The purpose of this study is to describe the development and testing of a prototype (social-game education) for interactive education for tuberculosis patients in particular and the general public. The data collection process is through direct observation of tuberculosis patients and health professionals (doctors, nurses, and DOTS health workers). Challenge the game in the prototype was provided with content that contained tuberculosis information that had been previously validated by a specialist. In addition to tuberculosis information as the main content, two important elements are making up this prototype, which are gamification and social media elements. In the game elements, this study adopted elements of the leaderboard, badge/achievement, challenge, and level. As for the third element, social media includes likes, comments, and shares. Prototype application testing was conducted on two participant groups (N = 48) consisting of 23 tuberculosis patients and 25 random participants. By using the user experience questionnaire (UEQ) technique, this research focuses on identifying the user's motivation in capturing compositional information as well as the clarity of the prototype. With a confidence interval of 5% (p = 0.05) per scale. The results indicate that participants have a high level of motivation towards the prototype; this is seen in the rating scale of stimulation with an average of 1.578. Likewise the effectiveness level of information in the rating scale of perspicuity has a mean of 1.224 also has a rate that is quite effective.

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Section: Related Workmentioning

confidence: 99%

Applying Social-Gamification for Interactive Learning in Tuberculosis Education

Sudana¹,

Emanuel²,

Suyoto³

et al. 2020

IJACSA

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“…186 32 ND BLED ECONFERENCE HUMANIZING TECHNOLOGY FOR A SUSTAINABLE SOCIETY, CONFERENCE PROCEEDINGS Furthermore, Dynamics and Aesthetics elements also have potential impact on Learning Expectancy. For example, interaction between students can achieve cross-learning and affect the performance expectancy of a game (Toda, do Carmo, da Silva, Bittencourt, & Isotani, 2018). Working in a team can positively influence the learner-learner interaction and improves knowledge sharing (Diep, Cocquyt, Zhu, & Vanwing, 2016), showing direct and explicit value.…”

Section: Learning Expectancymentioning

confidence: 99%

“…Receiving recognition from (relevant) others can create reciprocal behavior, which can have a positive outcome to the (social) usefulness of the system (Hsu & Lu, 2004). Interaction between students can achieve cross-learning and affect the performance expectancy of a game (Toda et al, 2018). Points, levels and leaderboards promote the competence need only provided they are presented in a non-controlling and voluntary setting (Aparicio et al, 2012).…”

Section: Learning Expectancy (Le)mentioning

confidence: 99%

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The Potential Impact of Gamification Elements on the Acceptance of Technology in the Context of Education: A Literature Review

Elderen¹,

Stappen²

2019

Humanizing Technology for a Sustainable Society

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Innovative new digital technologies arise within the field of education every day. There seems to be a large potential impact in using gamification for improving acceptance and use of new technologies in education. This study aims to gain better and new insights on how to improve the acceptance of new educational technology by applying gamification elements. To this aim, we performed a systematic literature review of 1271 publications, yielding 56 relevant studies. We positioned these studies based on which gamification element(s) and which educational technology acceptance constructs were discussed. Our results show that few studies focus on individual gamification elements and that most studies focus on the same elements and constructs, i.e. Learning Expectancy, Social Influence and Hedonic Motivation are the most discussed constructs related to increasing the acceptance of educational technology when applying gamification, while Points, Badges, Leaderboards and Social Games & Teamwork are the most discussed gamification elements. The impact of gamifying educational technology is mixed -both negative and positive results are being reported -and thus we conclude that the knowledge of how to successfully gamify educational technology is still limited.

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“…Para alcançar os efeitos positivos referentes a motivação e engajamento, a gamificação necessita de um bom planejamento, de forma sistemática, [Zichermann andCunningham 2011, Toda et al, 2018], assim como considerar a personalização [Santos, Bittencourt & Vassileva, 2018, Monterrat et al 2014, elementos de jogos utilizados e formas para automatizar o planejamento para auxiliar o docente [Toda et al 2018]. Além disso, também é discutido na literatura que um bom design gamificado (isto é, a união dos elementos de jogos com os objetivos a serem alcançados) pode evitar efeitos nocivos que a gamificação pode ocasionar, como a indiferença, perda de desempenho, comportamentos indesejados e efeitos declinantes, como a falta de motivação e engajamento [Toda, Valle & Isotani, 2017].…”

Section: Introductionunclassified

Frameworks para o Planejamento da Gamificação em Contextos Educacionais - Uma revisão da literatura nacional

Toda

Santos

Klock

et al. 2018

RENOTE

Self Cite

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A gamificação tem sido bastante utilizada para aumentar o engajamento e amotivação dos estudantes em contextos educacionais, ampliando o interesse por parte de professores e instrutores. No entanto, há um consenso na literatura quanto a necessidade de abordagens sistemáticas (métodos, processos e/ou frameworks) para apoiar o planejamento da gamificação, de modo que os seus efeitos benéficos sejam alcançados. A literatura identifica alguns estudos internacionais focados em analisar estas abordagens sistemáticas, no entanto, há uma carência de estudos que relatem como o Brasil tem contribuído para o processo de planejamento da gamificação. Diante disso, esse artigo tem por objetivo apresentar um mapeamento sistemático da literatura, visando identificar as abordagens sistemáticas existentes para o planejamento da gamificação em escala nacional. A partir da condução desse mapeamento, foram encontrados 18 estudos onde foram identificados: (a) uma carência no apoio automatizado para o docente; (b) uma classificação dos tipos de personalização utilizados; e (c) a quantidade de elementos de gamificação utilizados. Por meio dos resultados obtidos, foi possível identificar ainda diversos desafios e oportunidades relacionados a esta área de pesquisa.

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An approach for planning and deploying gamification concepts with social networks within educational contexts

Cited by 85 publications

References 25 publications

Applying Social-Gamification for Interactive Learning in Tuberculosis Education

Applying Social-Gamification for Interactive Learning in Tuberculosis Education

The Potential Impact of Gamification Elements on the Acceptance of Technology in the Context of Education: A Literature Review

Frameworks para o Planejamento da Gamificação em Contextos Educacionais - Uma revisão da literatura nacional

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