Beyond Classical Definition: The Non-definition of Gamification

Abstract

Gamification is regularly defined as the use of game elements in non-gaming contexts. However, discussions in the context of the pedagogical value of gamification suggest controversies on various levels. While on the one hand, the potential is seen in the design of joyful learning environments, critics point out the pedagogical dangers or the problems related to optimizing working life. It becomes apparent that the assumptions guiding action on the subject matter of gamification in educational contexts differ, which leads to different derivations for pedagogical practice—but also allows for different perspectives on initially controversial positions. Being aware of these assumptions is the claim of a reflexive pedagogy. With regard to the pedagogical use of gamifying elements and their empirical investigation, there are three main anchor points to consider from a reflexive stance: (a) the high context-specificity of the teaching undertaken and (b) the (non-)visibility of the design elements and (c) the (non-)acceptance of the gamified elements by the students. We start by providing a discussion of the definitional discourse on what is understood as gamification leading to our argument for a non-definition of gamification. We describe the potential of this non-definition of gamification and exemplify its use in a gamified concept of teaching police recruits professional reflexivity. The concept features the narrative of a potential crime that has been undertaken and that students decide for themselves if they want to engage with it.

Gender Influence on Students Attitude Towards the Use of Scramble Game for Learning in Secondary School English Language Concepts in Ilorin Metropolis

“…The gamification of education is defined as the use of game elements in a learning environment and extant literature shows that gamification has been used in a wide range of areas and subjects including energy education, veterinary education, citizenship education, and nanotechnology education, among others (Alshammari, 2020;Staller & Koerner, 2021). Gamification as the use of game design elements and game mechanics in non-game contexts in order to engage people and solve problems (Barata et al, 2013;Krath et al, 2021).…”

Exploring the Impact of Gamification Elements in Brand Apps on the Purchase Intention of Consumers

“…Also the serious games is a category of full-fledged games which are modelled from the real-world systems. At the same time gamification can never exist on its own and is always a part of a real-world system that maintains its instrumental functionality (Staller & Koerner, 2021).…”

Gamification in Cybersecurity Education: The RAD-SIM Framework for Effective Learning

“…Evidence shows that the audience should be at the centre of an intervention design to promote maximum engagement (Beguin, et al, 2019;Deeb & Hickey, 2019;Jøsang, et al, 2020;Luh, et al, 2020;Oroszi, 2019). Not only must the game be appropriate for the learner's ability (Bakker, et al, 2015;Mayer, et al, 2013), experience (Pina & Bordonaba-Juste, 2018), and context (Staller & Koerner, 2021), but the identification of these characteristics is essential for accurately positioning the difficulty of levels and the rate of progression through the game. Games that were too difficult for a player lead to disengagement (Pusey, et al, 2014), as did over-familiarity with content (Pan, et al, 2017;Zargham, et al, 2019).…”

“…Learner context is an important consideration in GBL design and content should reflect the topics that players might encounter in real life. However, there is also a need to consider audiences' attitudes toward subjects, as gamification can provide a 'mask' which makes learning information more enjoyable by presenting it through an alternative topic (Staller & Koerner, 2021). Increased enjoyment leads to experimentation within and outside of the learning environment (Huang & Hew, 2018), leading players to use trial-and-error learning to construct their own meaning.…”