Developing a Theory of Gamified Learning

Abstract

Background and Aim Gamification has been defined as the use of characteristics commonly associated with video games in non-game contexts. In this article, I reframe this definition in terms of the game attribute taxonomy presented by Bedwell and colleagues. This linking is done with the goal of aligning the research literatures of serious games and gamification. A psychological theory of gamified learning is developed and explored. Conclusion In the theory of gamified learning, gamification is defined as the use of game attributes, as defined by the Bedwell taxonomy, outside the context of a game with the purpose of affecting learning-related behaviors or attitudes. These behaviors/attitudes, in turn, influence learning by one or two processes: by strengthening the relationship between instructional design quality and outcomes (a moderating process) and/or by influencing learning directly (a mediating process). This is contrasted with a serious games approach in which manipulation of game attributes is typically intended to affect learning without this type of behavioral mediator/moderator. Examples of each game attribute category as it might be applied in gamification are provided, along with specific recommendations for the rigorous, scientific study of gamification.

Putting Theory Into Practice: Gamification for Student Engagement

“…Instead game attributes are selected based on desired changes to behaviours and attitudes that would best help the student achieve their learning outcomes. This provides Landers with the basis for formulating a theory of gamified learning, based on five propositions focussed on behaviours and attitudes [3]. The link with student engagement comes via Kahu's seminal work which created a multidimensional framework of Student Engagement that also has at its centre behaviours and attitudes [5].…”

“…This allows for the state of engagement to be distinguished from its antecedents. We therefore take Lander's work [3] one step further and map onto it Kahu's Framework for Student Engagement [5] to form a new Gamification for Student Engagement framework (Fig. 1).…”

“…Certain aspects of gamification have been defined, and shown to have repeated positive effects on the attainment of specific learning outcomes across the whole of Bloom's Taxonomy of Learning Domains [14]. This work has been built upon to offer a framework for how gamification intervenes in learning experiences, though not specifically engagement [3], [4].…”

“…Landers [3] suggests that gamification is the process of identifying, extracting, and embedding game attributes into learning, in order to affect the behaviours and attitudes that support the achievement of learning outcomes. His theory describes how this works in a successfully gamified learning situation.…”

“…It is an intervention that has been used in a business setting for a number of years and is now becoming more and more applied in higher education [2]. We present the practical implications of our Gamification for Student Engagement framework developed for Higher Education.Landers [3] suggests that gamification is the process of identifying, extracting, and embedding game attributes into learning, in order to affect the behaviours and attitudes that support the achievement of learning outcomes. His theory describes how this works in a successfully gamified learning situation.…”