Contextual Gamification of Social Interaction – Towards Increasing Motivation in Social E-learning

Shi, Lei; Cristea, Alexandra I.; Hadžidedić, Sunčica; Dervishalidovic, Naida

doi:10.1007/978-3-319-09635-3_12

Cited by 50 publications

(39 citation statements)

References 13 publications

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“…The authors placed a new emphasis on concise communication for an expanded readership in an environment that is conducive to development, constructive reflection, and analysis in a dynamic interface either in delayed-or real-time. The results by Shi, Cristea, Hadzidedic, and Dervishalidovic (2014) clearly show that social e-learning environments on which these strategies are applied, followed by a user case study, increased learners' perceived intrinsic motivation. Mazer, Murphy, and Simmonds (2007) noted that through access and interaction in social networks, students can more easily discover the interests they share with other students as well as with teachers, which can lead to an easier and more efficient communication between the two parties.…”

Section: Theoretical Contributionsmentioning

confidence: 83%

Autonomy, competence, and relatedness in foreign language learning through Facebook

Akbari¹,

Pilot²,

Simons³

2015

Computers in Human Behavior

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Section: Theoretical Contributionsmentioning

confidence: 83%

Autonomy, competence, and relatedness in foreign language learning through Facebook

Akbari¹,

Pilot²,

Simons³

2015

Computers in Human Behavior

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“…In turn, game design elements which are used in the creation of Barata et al, 2014;Bernik et al, 2015;Hanus & Fox, 2015;Holman et al, 2015;Ibanez et al, 2014;Jang et al, 2015;Krause et al, 2015;Laskowski & Badurowicz, 2014;Latulipe, Long, & Seminario, 2015;Leach et al, 2014;Poole et al, 2014;Sillaots, 2014;Utomo & Santoso, 2015) Interaction with learning environment 11 (21%) Boticki et al, 2015;Herbert et al, 2014;Morschheuser et al, 2014;Nevin et al, 2014;Paiva et al, 2015;Pedro et al, 2015b;Pettit et al, 2015) Exercises 6 (12%) Hakulinen et al, 2015;Hasegawa et al, 2015;Lehtonen et al, 2015;Long & Aleven, 2014;Tvarozek & Brza, 2014) Collaboration/discussions/ social interactions 4 (8%) Knutas et al, 2014;Shi et al, 2014;Smith et al, 2014) Projects/labs 6 (12%) (Bonde et al, 2014;Boskic & Hu, 2015;Hew et al, 2016;Landers & Landers, 2015;Sillaots, 2015;Simoes et al, 2015) Tests 4 (8%) Attali & Arieli-Attali, 2015;Christy & Fox, 2014;Tu et al, 2015) Othersgamification scenarios can be divided into three categories: dynamics, mechanics and components (Werbach & Hunter, 2012). 1 Dynamics represents the highest conceptual level in a gamified system.…”

Section: What Subjects Are Gamified?mentioning

confidence: 99%

“…and "How to balance points and rewards with play and intrinsic engagement?". For answering these questions and for advancing the understanding of how to build successful gamified educational systems, there is a need for testing systems that support examining the effect of game elements and experimentally Points only 1 (2%) Badges only 9 (18%) Davis & Klein, 2015;Hakulinen et al, 2015;Leach et al, 2014;Long & Aleven, 2014;Pedro et al, 2015a;Tu et al, 2015;Tvarozek & Brza, 2014) Leaderboards only 3 (6%) (Christy & Fox, 2014;Landers & Landers, 2015;Poole et al, 2014) PBL a 14 (27%) Anderson et al, 2015;Barata et al, 2014;Hanus & Fox, 2015;Hew et al, 2016;Laskowski & Badurowicz, 2014;Latulipe et al, 2015;Lehtonen et al, 2015;Nevin et al, 2014;Pedro et al, 2015b;Sillaots, 2015;Smith et al, 2014) Others 24 (47%) (Attali & Arieli-Attali, 2015;Auvinen et al, 2015Bonde et al, 2014;Boskic & Hu, 2015Hasegawa et al, 2015;Herbert et al, 2014;Holman et al, 2015;Ibanez et al, 2014;Jang et al, 2015;Knutas et al, 2014;Knutas et al, 2014;Krause et al, 2015;Mekler et al, 2015;Morschheuser et al, 2014;Paiva et al, 2015;Pettit et al, 2015;Shi...…”

Section: What Subjects Are Gamified?mentioning

confidence: 99%

“…knowledge acquisition outcomes (Jang et al, 2015); Laskowski & Badurowicz, 2014;Paiva et al, 2015; perceptual outcomes (Christy & Fox, 2014;Davis & Klein, 2015;Pedro et al, 2015b;Sillaots, 2014;Sillaots, 2015;Christy & Fox, 2014) behavioral outcomes Hakulinen et al, 2015;Hew et al, 2016;Pedro et al, 2015b) engagement outcomes (Boskic & Hu, 2015;Ibanez et al, 2014;Latulipe et al, 2015;Morschheuser et al, 2014;Poole et al, 2014) motivational outcomes (Hasegawa et al, 2015;Herbert et al, 2014;Mekler et al, 2015;Pedro et al, 2015a;Utomo & Santoso, 2015) social outcomes (Hanus & Fox, 2015;Christy & Fox, 2014;Shi et al, 2014).…”

Section: What Types Of Studies?mentioning

confidence: 99%

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Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Dichev

Dicheva

2017

Int J Educ Technol High Educ

791

523

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Gamification of education is a developing approach for increasing learners' motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers' understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach. Keywords: Gamification in education, Gamifying learning, Critical literature review, Empirical studiesThe idea of incentivizing people is not new but the term "gamification" didn't enter the mainstream vocabulary until 2010. Only a year later it became a viable trend. The growing popularity of gamification is stemming from the belief in its potential to foster motivation, behavioral changes, friendly competition and collaboration in different contexts, such as customer engagement, employee performance and social loyalty. As with any new and promising technology it has been applied in a diversity of domains, including marketing, healthcare, human resources, training, environmental protection and wellbeing. Gamification is a multidisciplinary concept spanning a range of theoretical and empirical knowledge, technological domains and platforms and is driven by an

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“…Game applications use a lot of elements of gamification (game-like elements in non-game context). The main goal of gamification is to motivate participants and encourage expected behaviors in a meaningful way (Deterding, et al, 2011;Dichev & Dicheva, 2017;Shi, 2014). Current researches on gamification, in educational context, describe how badges affect learners of different skill levels (Abramovich, Schunn, & Higashi, 2013), how badges influence and how leaderboard can impact learning and motivation (Christy & Fox, 2014).…”

Section: Introductionmentioning

confidence: 99%

Affective Domains, Intrinsic Motivation And Game-Based Application In Early Childhood Education

Pekarkova¹,

Milková²,

Ševčíková³

2017

European Proceedings of Social and Behavioural Sciences

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Game based application and gamification is an approach for motivating and engaging participants using game-like design elements. Integrating game-like design elements in educational application and educational context have the potential to increase children´ intrinsic motivation and other related affective domains such as persistence, goal orientation and enjoyment. Some empirical studies provided proofs that gamification and system of rewards could influence children's motivation and level of cooperation. There is a lack of empirical research focusing on effectiveness and possibilities of development of intrinsic motivation and related affective domains with the help of ICT used in kindergartens and early childhood education. The purpose of this research is to examine the influence of an educational game and its impact on chosen affective domains. 45 children from 3 kindergartens used original designed game application for two months. The used questionnaire "Game application's influence on affective domains by preschool children" consisting of 18 questions was created by collecting responses from 18 kindergarten teachers. For analysing and categorizing Likert scale was used. This study showed a positive impact of game based application on chosen affective domains (namely intrinsic motivation, persistence, goal orientation and joy/pleasure) without using wide spread reward system like badges, hints, praises etc. typical for extrinsic motivation.This study is considered as a base for the next research which will be aimed on 7 affective domains and specific features of educational game applications which support motivation and other domains in the most effective way.

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Contextual Gamification of Social Interaction – Towards Increasing Motivation in Social E-learning

Cited by 50 publications

References 13 publications

Autonomy, competence, and relatedness in foreign language learning through Facebook

Autonomy, competence, and relatedness in foreign language learning through Facebook

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Affective Domains, Intrinsic Motivation And Game-Based Application In Early Childhood Education

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