Die Gamifizierung der Hochschullehre – Potenziale und Herausforderungen

Fischer, Helge; Heinz, Matthias; Schlenker, Lars; Münster, Sander; Follert, Fabiane; Köhler, Thomas

doi:10.1007/978-3-658-16742-4_9

Cited by 6 publications

(13 citation statements)

References 9 publications

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“…Elements considered here include points, leaderboards, contests, virtual currencies, awards, and notifications with feedback (Fischer et al, 2017, citing further papers).…”

Section: Gamificationmentioning

confidence: 99%

“…A few years later, there are already thousands of papers in Google Scholar and Scopus (Hamari et al, 2014). Gamification will probably not be a short-term trend but an integral part of educational practice in schools and universities (Fischer et al, 2017).…”

Section: Gamification At Secondary Schools and Universitiesmentioning

confidence: 99%

“…Gamification at schools and universities focuses on students' behaviour in the learning process, especially the search for solutions, communicating with other students, and presenting the results. For example, points, badges, leaderboards, levels, and ranks act as game elements (Fischer et al, 2017).…”

Section: Gamification At Secondary Schools and Universitiesmentioning

confidence: 99%

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Who is more eager to use Gamification in Economic Disciplines? Comparison of Students and Educators

Dečman

Rep

Titgemeyer³

2022

Business Systems Research Journal

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Background: In this paper, the focus is on the application of digital and mobile technologies as supporting tools for the implementation of gamification in the field of education of future economists. Objectives: The paper’s main objective is to explore whether educators and students are motivated and willing to apply additional technologies as main gamification components in their work and education. Moreover, the paper aims to assess how their more comprehensive application affects the quality of teaching, work flexibility, new learning opportunities, and outcomes. Methods/Approach: The survey method was used to collect answers from educators and students primarily interested in accounting, finance, trade and tourism from higher and secondary education institutions in Croatia, Poland, Serbia and Germany. Afterwards, the responses were compared using statistical methods. Results: Research results confirm that educators and students are willing to use gamification in teaching. Still, they also expressed the need for better administrative support in using particular e-learning tools. Surprisingly, educators are more eager to use gamification in their work than students. Conclusions: The study’s general conclusion is that educators and students are both aware of the advantages of using e-learning tools provided through digital and mobile technologies and are eager to implement more gamification in the teaching process. However, continuous education in applying new digital technologies is needed on both sides.

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“…Elements considered here include points, leaderboards, contests, virtual currencies, awards, and notifications with feedback (Fischer et al, 2017, citing further papers).…”

Section: Gamificationmentioning

confidence: 99%

Section: Gamification At Secondary Schools and Universitiesmentioning

confidence: 99%

See 1 more Smart Citation

Who is more eager to use Gamification in Economic Disciplines? Comparison of Students and Educators

Dečman

Rep

Titgemeyer³

2022

Business Systems Research Journal

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“…The literature on gamification refers-in view of a non-consensual gamification theory [18,40]-to different theories and concepts of psychology, which play a role in connection with different design elements [23,47,51]. For example, the concept of self-efficacy [2, 3], the needs of Maslow [39], goal setting theory [33][34][35], the theory of social comparison [17], flow theory [15,54] and last but not least, self-determination theory [50].…”

Section: The Potential Of a Non-definition Of Gamificationmentioning

confidence: 99%

“…While much of the empirical data on gamification examine its immediate benefits [19,25,36], the question arises to what extent the experience of gamification per se can represent a value that does not necessarily manifest itself in behavioral change. Normatively, it is regularly stated that gamification should not impair the effectiveness of an educational setting (operationalized as learning that has taken place) [18]. However, to what extent a gamification must have positive effects on behavior, we consider worthy of discussion.…”

Section: Introductionmentioning

confidence: 96%

Beyond Classical Definition: The Non-definition of Gamification

Staller

Körner

2021

SN COMPUT. SCI.

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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.

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Developing a Gamified Peer-Reviewed Bug Bounty Programme

O'Hare

Shepherd

2022

Communications in Computer and Information Science

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Bug bounty processes have remained broadly unchanged since their inception. Existing literature recognises that current methods generate intensive resource demands, impacting upon programme effectiveness. This paper proposes a novel implementation which aims to alleviate resource demands and mitigate inherent issues through gamification. This incorporates the use of additional crowdsourcing of vulnerability verification and reproduction by peers, allowing the client organisation to reduce overheads at the cost of rewarding participants. The system has the potential to be used in Higher Education Institutions which typically face resource and budget constraints.

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Die Gamifizierung der Hochschullehre – Potenziale und Herausforderungen

Cited by 6 publications

References 9 publications

Who is more eager to use Gamification in Economic Disciplines? Comparison of Students and Educators

Who is more eager to use Gamification in Economic Disciplines? Comparison of Students and Educators

Beyond Classical Definition: The Non-definition of Gamification

Developing a Gamified Peer-Reviewed Bug Bounty Programme

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