Ethical issues of gamified ICT tools for higher education

Schulz, Renée; Isabwe, Ghislain Maurice Norbert; Reichert, Frank

doi:10.1109/ic3e.2015.7403481

Cited by 4 publications

(7 citation statements)

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“…It is important to note that if the search had not included "ethics" 37 fewer unique papers would have been included in the systematic review and 8 less in the results in Table 1, paper id: [16,18,24,29,46,49,50,56]. Following Webster and Watson's [58] concept of matrices, a table was constructed that captures and collects the negative aspects of the 28 papers into seven domains.…”

Section: Mapping Gamificationmentioning

confidence: 99%

“…The use of gamification by using extrinsic motivation could drive the user to gamify a task and try to reach the highest score and not to focus on the work task [15]. The use of gamification might in some settings motivate the user to become more competitive against other users and in the end result in demotivation [20,49]. Gamification could introduce the possibility of cheating, hence, demotivate users [22,38].…”

Section: Mapping Gamificationmentioning

confidence: 99%

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Exploring the Darkness of Gamification: You Want It Darker?

Nyström

2021

Lecture Notes in Networks and Systems

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Both academia and industry have shown an increased interest in gamification. To enhance the design and understanding of gamification there is a need to explore the negative aspects of the concept. Negative sides, "the darkness" of gamification is in this paper further explored. Through a systematic literature review the darkness of gamification is mapped and categorized into seven problem domains. This new information could help both industry and academia to acknowledge problem domains of gamification and develop better frameworks for designing gamification. It will also reignite the call to conduct more research about negative sides of gamification in order to improve the gamification experience.

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Section: Mapping Gamificationmentioning

confidence: 99%

Section: Mapping Gamificationmentioning

confidence: 99%

Exploring the Darkness of Gamification: You Want It Darker?

Nyström

2021

Lecture Notes in Networks and Systems

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“…Gamification also has little negative impacts for both the students as well as the teachers. Studies have highlighted a disadvantage for learners due to Gamification (Ortiz Rojas et al, 2017;Furdu, 2017;Faiella and Ricciardi, 2015;Mejias et al, 2015;Schulz et al, 2015;Gari, 2019;Hakulinen, 2015;Haaranen et al, 2014;Baxter et al 2016). Throughout understanding computer science, the gamification elements can boost engagement and motivation between some of the learners and the learner who has liked doing their job.…”

Section: Discussionmentioning

confidence: 99%

“…For both learners and educators, gamification has a few adverse effects, such as:  Gamification will create unsanitary competition and unneeded conflict between learners. That may be a detrimental and inappropriate gamification impact via course action (Ortiz Rojas et al, 2017;Schulz et al, 2015).…”

Section: Disadvantages Of Gamification In Computer Science Educationmentioning

confidence: 99%

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Gamification in Computer Science Courses: A Literature Review

Özdamlı¹,

Yazdeen²

2021

NEUJE

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The complicated, boring problems in computer science learning make them lack motivation during the COVID-19 pandemic. The further exciting and appealing educational setting is the more significant learners' participation in the learning challenge. A traditional setting was not appealing too much, creating a dull environment that has no learning motivation. Gamification is often used as an instrument for motivating learners and increasing their commitment. A study analyzes several previous research types in this field to assess gamification's effect on higher education students in a computer science course. The results conclude that gamification enhances the interest and encouragement of the learners. Also, it improves computer science curriculum training and knowledge of a complicated topic, providing learners with optional barriers. While they are beneficial, pedagogical games may have drawbacks that impact either emotionally and physically learners. The most popular gamification elements used during computer science classes were badges, leaderboards, score, level, and feedback. They were the most commonly known feature of the game in learning computer science. Implementing components of gamification in education is a resource that can motivate learners in computer science education. Gamification can give positive outcomes for student's achievement and the teaching and learning process framework, which teachers increasingly accept. Further research is required to determine if this transforms into an effect on finished performance and governs particular group impacts. Students' academic achievement and results in the computer science curriculum must develop a broader amount of knowledge on the utility through gamification.

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Design Principle of an Automatic Engagement Estimation System in a Synchronous Distance Learning Practice

Karimah,

Phan,

Miftakhurrokhmat

et al. 2024

IEEE Access

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Engagement is an essential component of the learning processes associated with positive learning outcomes. Measuring learner engagement in learning processes is important for providing insights for enhancing learning activities. Because the learning paradigm has shifted to enable more distance learning practices, machine learning-based automatic engagement estimation methods have been proposed as a new way to measure learner engagement. Nevertheless, most existing methods are built standalone and have yet to be integrated into actual distance learning practice. Furthermore, implementing automatic engagement estimation should ensure both technological and ethical impact responsibilities. In this article, we propose a design principle for the end-to-end integration of automatic engagement in distance learning practice. The MeetmEE system design was introduced to measure learners' emotional engagement in a synchronous distance learning practice. The MeetmEE prototype was deployed in a pilot experiment to evaluate the MeetmEE system design. Finally, the user evaluation results are considered to construct the design principle of ethical implementation. The design principle of the automatic engagement estimation implementation incorporates both technical and operational measures.

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Ethical issues of gamified ICT tools for higher education

Cited by 4 publications

References 10 publications

Exploring the Darkness of Gamification: You Want It Darker?

Exploring the Darkness of Gamification: You Want It Darker?

Gamification in Computer Science Courses: A Literature Review

Design Principle of an Automatic Engagement Estimation System in a Synchronous Distance Learning Practice

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