Dynamical model for gamification of learning (DMGL)

Kim, Jung Tae; Lee, Won-Hyung

doi:10.1007/s11042-013-1612-8

Cited by 124 publications

(119 citation statements)

References 13 publications

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“…Para determinar los cambios en las necesidades particulares de los alumnos dentro del proceso de gamificación se han precisado modelos procedentes del diseño motivacional (Kim y Lee, 2015;Cheong, Cheong y Filippou, 2013) y del diseño instruccional (Matejka, Li, Grossman y Fitzmaurice, 2012;McGrath y Bayerlein, 2013). Los resultados obtenidos demuestran su provecho en la evaluación de estímu-los y en la promoción de actividades que no dependan de la motivación extrínseca.…”

Section: Gamificación En Contextos Educativosunclassified

“…No obstante, los modelos de gamificación vinculados al proceso educativo representan más de la mitad de la muestra de la última criba: 10 artículos (58%), entre los cuales se encuentran: Nolan y McBride (2013); Schoech, Boyas, Black y Lambert (2013); Mettler y Pinto (2015); Hamzah, Ali, Saman, Yusoff y Yacob (2015); Kim y Lee (2015); y Tomé, da Cunha, Farias, Rosa, Anton y Gasparini (2015). No obstante, estos últimos dos modelos mencionados se presentan como los únicos en evidenciar con meridiana claridad su orientación hacia entornos e-learning, demostrando su efectividad frente a entornos de enseñanza tradicional y especificando la proveniencia de cada una de sus variables.…”

Section: Taxonomías De La Gamificación En La Literatura Científicaunclassified

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Modelo Teórico Integrado de Gamificación en Ambientes E-Learning (E-MIGA)

et al. 2017

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Resumen. La presencia de elementos lúdicos en el contexto educativo, específicamente en la modalidad de formación E-learning, demuestra que la incorporación de la gamificación sistematiza la experiencia del usuario en base a parámetros relacionados con los juegos. Este artículo presenta la integración de dos modelos conceptuales de gamificación extraídos de la revisión literaria publicada entre el 2012 y el 2015, validando cada una de las dimensiones e indicadores mediante un estudio Delphi con expertos en pedagogía y diseño de juegos. Posteriormente, se exhiben los resultados cualitativos de la aplicación del modelo en 6 aplicaciones móviles educativas analizadas durante 7 meses (junio 2015-enero 2016) manifestando la correlación de los modelos seleccionados según los criterios de idoneidad y pertinencia. En definitiva, el siguiente modelo construye una vía de conexión entre la base teórica y el análisis empírico de la gamificación con el fin de sobreponerse a los retos de la educación E-learning en el siglo XXI teniendo como última instancia la transposición del modelo teórico a un modelo de utilidad cuantitativo al servicio de futuras investigaciones. Palabras clave: Construcción de modelos; tecnología de la educación; nuevas tecnologías; juego educativo; enseñanza a distancia.[en] Integrated Theoretical Gamification Model in E-Learning Environments (E-MIGA) Abstract. The presence of game elements on the educational context, specifically on the E-learning modalities, shows that incorporating gamification systematizes the user experience based on parameters related to the games. Considering this issue, this paper presents the integration of two conceptual models of gamification extracted from the literature review published between 2012 and 2015, validating each of the dimensions and indicators through a Delphi study with experts in pedagogy and game design. The application of the model in 6 educational mobile applications for 7 months (June 2015-January 2016) demonstrating the correlation of selected models according to the criteria of suitability and relevance. In short, the following model builds a connection path between the theoretical basis and empirical analysis of gamification in order to overcome the challenges of E-learning education in the XXI century having as ultimate implication the transposition of the theoretical model to a quantitative utility model at the service of future research.

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Section: Gamificación En Contextos Educativosunclassified

Section: Taxonomías De La Gamificación En La Literatura Científicaunclassified

Modelo Teórico Integrado de Gamificación en Ambientes E-Learning (E-MIGA)

et al. 2017

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“…Lin et al [4] investigated the potential benefits of using animation, visual cueing, and their combination in a multimedia environment designed to support learners" acquisition and retention of scientific concepts and processes, concluding that participants provided with animations retained significantly more concepts than their peers provided with static graphics. Kim et al [5] explored the effects of gamification of learning and concluded that after some period of adaptation the learning curve is quite steeper that with regular learning. This list goes much further and similar conclusions are presented in many other researches, such as: Arcelli et al [6], Mayer et al [7], Lou et al [8], Aloraini [9], Milovanovic et al [10], Mercier et al [11], Pé rez-López et al [12], Barra et al [13], Surjono et al [14], Rabah [15], Tibbitts et al [16], Cuban et al [17], Evans et al [18], Gilakjani [19], Khoo [20] [47], Schweppe et al [48], that undoubtedly prove the benefits gained by the implementation of multimedia technologies in education.…”

Section: Motivation and Related Workmentioning

confidence: 99%

Evaluating the Potentials of Educational Systems to Advance Implementing Multimedia Technologies

Kotevsk¹,

Tasevska²

2017

IJMECS

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Abstract-Implementing multimedia in education has proven to be quite beneficial to the educational processes by enhancing the students" cognitive abilities, accelerating of memorization and learning, and easing the understanding of abstract entities. But, for an educational system, whether it is a single institution, regional system, or even a state level system, the information that multimedia technologies provide enhancements to the educational processes is not sufficient to achieve the acclaimed advancements. To improve learning by implementing multimedia, decisions about actions and investments should be based on a specific analysis of the current condition of the educational system. In this manner, this research presents an evaluation methodology that supports the purposes of strategic planning and investments in education, in the context of advancements implementing multimedia. The methodology takes into account three key aspects: i) multimedia equipment and IT resources, ii) teacher competencies and their interest in adding multimedia to their lectures, and iii) promotional events about using multimedia in education. As a case study, a segment of the educational system in a municipality in R. Macedonia was evaluated, where the results showed the system"s strong and weak aspects, giving a profound direction in which the future enhancement efforts should be conducted.Index Terms-Multimedia in education, evaluation methodology, improving classroom teaching, management decision support.

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“…Many of them use pretty simple technologies such as implemented plug-ins based on rewarding techniques (Kim and Lee, 2013). Those gamification techniques strive to leverage people's natural desires for socializing, learning, competition or achievement.…”

Section: Overview Of Technological Aspects Of the Gamification Modelmentioning

confidence: 99%

Technological Aspects of the Gamification Model for e-Learning Participant's Engagement

Gudonienė¹,

Bartkutė²,

Rutkauskiene³

et al. 2016

BJMC

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Abstract. Gamification has been a popular object of researches in various fields. Many researches were made on various aspects of gamification and just very few were oriented to the influence of technological aspects for e-learning participant's engagement. The challenge for our designed model was to find out the new effective ways for the engagement of the students. This paper analysis the prevailing technological aspects and technologies used in e-learning process as well as implementation of various technological solutions in learning platforms. Also, this paper presents a new model of technological aspects of gamification, which was implemented at the Faculty of Informatics to engage students to get better results in learning programming.

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Dynamical model for gamification of learning (DMGL)

Cited by 124 publications

References 13 publications

Modelo Teórico Integrado de Gamificación en Ambientes E-Learning (E-MIGA)

Modelo Teórico Integrado de Gamificación en Ambientes E-Learning (E-MIGA)

Evaluating the Potentials of Educational Systems to Advance Implementing Multimedia Technologies

Technological Aspects of the Gamification Model for e-Learning Participant's Engagement

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