Designing Attractive Gamification Features for Collaborative Storytelling Websites

Hsu, Shang Hwa; Chang, Jen‐Wei; Lee, Chun‐Chia

doi:10.1089/cyber.2012.0492

Cited by 72 publications

(39 citation statements)

References 20 publications

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“…Hsu, Chang & Lee [13] defined gamification as the incorporation of game mechanics into nongame settings, which aims to increase users' engagement of the product or service and facility certain behaviours. According with Attali & Arieli-Attali [14] gamification relies on the argument that many traditional activities (including schools' activities and traditional learning) are not inherently interesting, that games, especially computergames, are "fun", and therefore introducing game-like features into these otherwise dull activities would make them more attractive [15].…”

Section: Gaming Mechanics and Features Involved In E-assessmentmentioning

confidence: 99%

“…Hsu, Chang & Lee [13] attempt to construct a model, which try to represent a systematic structure of the gamification design and the mechanics to consider in it. They consider that all gamification factors can be dividing into three main components: achievement, interpersonal relationship and role-playing.…”

Section: Gaming Mechanics and Features Involved In E-assessmentmentioning

confidence: 99%

“…An interpersonal relationship refers to the process that facilitates the formation of social networks that connect users with whom the user interacts, including instruction, competition, and altruism. Role-playing refers users see the world though the viewpoint of their role, including such design factors as group identification, self-expression and time pressure [13].…”

Section: Gaming Mechanics and Features Involved In E-assessmentmentioning

confidence: 99%

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Milage App – Mobile Learning of Mathematics

Figueiredo¹,

Godejord²,

Rodrigues³

et al. 2016

EDULEARN Proceedings

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This paper presents the novel app MILAGE Learn+ Launcher for smartphones and tablets where students can solve mathematical problems outside the classroom or at home and increase the time they spend learning and practicing mathematics. This app is a tool for learning mathematics that provides a set of problems organized according to the curriculum. It was designed for upper secondary schools but it can be used for other levels and subjects too. This tool is innovative in the introduction of self and peer evaluation for students of secondary schools in a gamification process of solving problems. With this app students solve mathematical problems and they have immediate feedback that is used for self-evaluation. After solving the problem and doing the self-evaluation the student can choose to watch a concise or detailed video to study the problem resolution. The concise video shows the steps need to solve the problem. The detailed video shows in more detail, including background information that may help low achiever students understand the resolution of that problem. In this way, the student can watch the video as many times as those needed to learn how to solve that problem. This is a step for the inclusion of low achiever students in the process of learning mathematics. This app also provides three levels of problems: beginners, intermediate and advanced to accommodate the low achievers and also motivate top performers students to use the app. The student can also at anytime evaluate his peers. In this way, the student can also study again problems of a certain topic when he is evaluating the resolution of a problem solved by another student. In this way, the teacher can also check the self and peer evaluation of his students and has feedback about students' achievements.

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Section: Gaming Mechanics and Features Involved In E-assessmentmentioning

confidence: 99%

Section: Gaming Mechanics and Features Involved In E-assessmentmentioning

confidence: 99%

Section: Gaming Mechanics and Features Involved In E-assessmentmentioning

confidence: 99%

See 1 more Smart Citation

Milage App – Mobile Learning of Mathematics

Figueiredo¹,

Godejord²,

Rodrigues³

et al. 2016

EDULEARN Proceedings

View full text Add to dashboard Cite

show abstract

“…Recientemente, la gamificación es ampliamente utilizada para el aumento de la interacción y la participación de los usuarios en diversos ámbitos, como negocios y la comercialización, la salud y el bienestar, la educación y la formación, capacitación empresarial y profesional, la política pública y el gobierno [Hsu, Chang, & Lee, 2013]. En el ámbito de la creación de libros abiertos de forma colaborativa, se busca que por medio de elementos de la gamificación se logre que las personas se involucren, motiven, concentren y se esfuercen en participar en actividades que antes se podrían clasificar de aburridas y que con la gamificación pueden convertirse en creativas e innovadoras [Sandí & Ramírez, 2013].…”

Section: Introductionunclassified

Método adaptado de análisis y aplicación de la gamificación Open TextBook:Estudio de Caso

Espada

Magé

Collázos³

2015

Workshops Do Congresso Brasileiro De Informática Na Educação

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“…In the new, gamified version of the review, rather than being presented as a linear progression, the questions were divided into five thematic clusters of roughly six questions each for a total of 34 possible quests. Students, who in this instance additionally serve as players, were able to determine their own progression path, rather than be influenced by the linearity of a traditional assignment; students could begin and end where they chose.One of the most distinguishing features of educational gamification practices is the provision of intangible rewards (Hsu, Chang, & Lee, 2013). Often, these rewards take the form of valueless, collectible encouragements such as badges, points, or levels of achievement.…”

mentioning

confidence: 99%

Too cool for school?: The effects of gamification in an advanced interdisciplinary course

Cruz

Penley

2014

JoTLT

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Educators have been attracted to gamification because of its apparent appeal to students who are digital natives, but more research is needed to evaluate the effects of gamification on student motivation, learning, and related outcomes. This article presents the results of a gamification project conducted in an upper-division interdisciplinary course and suggests that gamification is not "too cool for school" but rather, an emerging instructional tool that will need to be filtered through the complexity of student experience in order to live up to its claims. Keywords: Gamification, instructional design, classroom assessment, student perception of learningUnderstanding learning is a Gordian knot of a challenge, just the kind of intellectual exercise that tends to motivate academics. So, while there is no dearth of research and publication on learning (and teaching), whether or not we are any closer to unraveling the knot remains an open question. Certainly, we have done a better job understanding the knot itself. While learning is often associated with educational research (practice), the study has inexorably expanded to include physiological, psychological, physical, and socio-cultural-political perspectives, making the full study of learning to be very much a syncretic art. A recent contender for the attention of those interested in teaching and learning is gamification, which draws inspiration and momentum from sources not often associated with serious pedagogy (Educause, 2011). This study explores one example of the nexus between gamification and learning in an interdisciplinary college class.Broadly speaking, the term gamification, coined in either 2005 or 2008 (depending on who you ask), refers to the use of various elements from games in non-game contexts (Deterding, Dixon, Khaled & Nacke, 2012). With origins in the technology industry, the concept quickly obtained a toehold in the business world, especially for marketing applications (Huotari & Hamari, 2012). To provide an idea of the scope of that infiltration, a 2011 Gartner report predicted that over half of all businesses would employ gamified marketing strategies by the year 2015 (Gartner, 2012) and M2 research predicts that gamification services will reach $2.8 billion in revenue by 2016(McCormick, 2013. Some of the most commonly used examples of gamification are retail programs where participants accumulate extra savings or other rewards for continued patronage. Foursquare, Fango, and StackOverflow are popular gamification apps.The widespread use of such techniques to engage customers in business began to catch the eye of educators who saw the potential inherent in engaging students. If the current generation of students spends a great deal of time playing online games, the reasoning goes, then why should we not harness that same kind of motivation to engage them in the classroom? Large funding agencies, such as the MacArthur and Bill and Melinda Gates Foundation, have begun pouring support into prototype projects that examine the applic...

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Designing Attractive Gamification Features for Collaborative Storytelling Websites

Cited by 72 publications

References 20 publications

Milage App – Mobile Learning of Mathematics

Milage App – Mobile Learning of Mathematics

Método adaptado de análisis y aplicación de la gamificación Open TextBook:Estudio de Caso

Too cool for school?: The effects of gamification in an advanced interdisciplinary course

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