Gamification and Law

Erenli, Kai

doi:10.1007/978-3-319-10208-5_27

Cited by 7 publications

(6 citation statements)

References 2 publications

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“…This contributes to increasing the learners' motivation and engagement in the educational process. Also, the stimulus element environment that is designed in a way that helps to identify attractive factors capable of positively changing learners' behaviors and attitudes towards learning contributes to making the learner more active and interactive in his or her learning [112]. Moreover, achievement and performance are major goals for any educational structure or system.…”

Section: A Discussion To the Findings Of The Systematic Reviewmentioning

confidence: 99%

Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review

Al-Hafdi,

Alhalafawy

2024

Int. J. Interact. Mob. Technol.

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Gamification-based learning is a recent trend that has received increasing attention in the last few years due to digital development. Gamification has emerged as a vital aspect of the educational setting, with gamified elements playing a crucial role in e-learning environments. The current study is motivated by the need to address a gap in the existing research on the utilization of gamification in education. This gap exists due to a lack of studies that monitor the developments and effects of gamification in the educational environment. It is important to conduct such studies to provide guidance for future research in the field of gamification. A bibliometric analysis and systematic literature review were conducted to understand and describe gamification and its potential for learning. The results of the bibliometric analysis revealed that the most frequently used keywords in the studies were gamification, game-based learning (GBL), motivation, and engagement. The majority of research published in this field was conducted in the United States, followed by Spain and Britain. The Journal of Computers in Human Behavior and the Journal of Computers and Education were the two journals that focused primarily on the field of GBL. The most famous authors in this field are Hamari, Juho, Patel, Mitesh S., Landers, and Richard N. The field is experiencing significant growth, with the number of studies increasing from 7 in 2012 to 917 in 2021. The systematic review has found that undergraduates are the most frequent participants in gambling activities. The game elements that are most utilized are points, leaderboards, and badges, while the learning outcomes most addressed are achievement, engagement, and motivation. The primary objective of this paper is to provide a comprehensive guide to scholars and research institutes, outlining the key areas of emphasis related to the subject of gamification. The systematic research also identified the key components of gamification that instructors and e-learning designers may rely on most frequently.

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Section: A Discussion To the Findings Of The Systematic Reviewmentioning

confidence: 99%

Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review

Al-Hafdi,

Alhalafawy

2024

Int. J. Interact. Mob. Technol.

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“…GL incorporates game design features in educational settings to create a fun and stress-free learning experience (Arnold, 2014). By so doing, it paves the way to EFL students' linguistic development, achievement of ILOs, engagement, motivation, selfdirected learning, confidence, satisfaction ,participation, peer collaboration, interaction and autonomy (Kapp, 2012;Werbach, 2014;Werbach & Hunter, 2015;Majdoub, 2021;Thurairasu, 2022;Panmei & Waluyo, 2023).…”

Section: Definitions and Advantagesmentioning

confidence: 99%

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Helal

2024

BSU-Journal of Pedagogy and Curriculum

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This study aimed at fostering Egyptian English sophomores' phrasal verbs comprehension and production through implementing a suggested program that combined some Focus on Form techniques and Gamified Learning activities. Participants were sixty-four students in two intact classes, and they were randomly assigned into an experimental group and a control group of thirtytwo students each. The experimental group was taught English phrasal verbs according to the proposed program over a period of ten weeks during the spring 2023 semester of the academic year 2022/2023. The control group was taught the same phrasal verbs according to the regular method. The study focused on ten phrasal verbs categories. These were (a) food and drinks, (b) weather, (c) change, (d) education, (e) work, (f) travel and transportation, (g) daily activities, (h) health and fitness, (i) clothing and appearance as well as (j) money and shopping phrasal verbs. The study instruments were a pre/post phrasal verbs comprehension test and a pre/post phrasal verbs production test. Posttests results revealed that the experimental group significantly surpassed the control group in overall phrasal verbs comprehension and production as well as in their ability to make meaning of and produce each of the specified phrasal verbs categories. Moreover, comparing the experimental group's means on both pre-/posttests revealed the tangible progress in their comprehension and production of the target phrasal verbs. Therefore, it was concluded that the proposed program was effective in enhancing phrasal verbs comprehension and production among Egyptian English sophomores.

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“…Next, Bartle did not provide a way for users to assess and identify which player type they might be best characterized by (Yee, 2005). Finally, Bartle's player-type model is often applied outside the contexts where it was developed, including in education (Kocadere & Çaglar, 2018;Park & Kim, 2017) and business (Arnold, 2014;Hamari & Tuunanen, 2014;Zichermann & Linder, 2010). While Bartle's model is often useful in these contexts, it may not be the best fit (Bateman et al, 2011).…”

Section: Player-type Modelsmentioning

confidence: 99%

“…Gamification can be defined as the application of user-centered (Nicholson, 2012) game elements in non-game contexts (Deterding, Sicart, et al, 2011) that motivate performance behaviors (As ¸ıksoy, 2018; Barata et al, 2015), improve user experience, and drive engagement towards improved learning and academic outcomes (Chapman et al, 2021;Landers et al, 2015). As research has demonstrated the power of gamified systems to effectively motivate learners in educational settings (Abrams & Walsh, 2014;Chapman & Rich, 2018;De-Marcos et al, 2014;Denny et al, 2018;DomíNguez et al, 2013;Drace, 2013;Goehle, 2013;Nevin et al, 2014;Tsay et al, 2018), it has also become clear that not all individuals are motivated in the same way, or to the same extent, by the same gamified system (Arnold, 2014;Kim, 2015). Various course elements and design features seem to motivate learners differently (Chapman & Rich, 2018).…”

Section: Introductionmentioning

confidence: 99%

So, Why Do Students Perform Better in Gamified Courses? Understanding Motivational Styles in Educational Gamification

Chapman

Kohler

Gedeborg

2023

Journal of Educational Computing Research

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Research on gamification’s effects in educational environments has been a growing domain in recent years. As research has demonstrated the power of gamified systems to effectively motivate learners in educational settings, it has also become clear that not all individuals are motivated in the same way, or to the same extent, by the same gamified system. Patterns in individuals’ attitudes and behaviors in online gaming are commonly known as player types. Nearly all player-type models were developed in online gaming settings, though they are sometimes applied to educational environments. Because online gaming and educational gamification are different in important ways, player-type models developed in online gaming are not optimal tools for describing the individuals’ motivations in education or prescribing best practices for educational gamification design. In this paper we address this gap by presenting a motivational-style model developed in a gamified educational setting. Using principal component analysis on motivational data taken from gamified Organizational Behavior courses, we define a two-factor space including the following motivational dimensions: (1) social versus individual motivators and (2) utility versus accomplishment motivators. Within this space, we describe four motivational profiles: Citizen—being motivated by social assignments like group work and peer review; Pragmatist—being motivated by completing traditional assignments and exams; Gamer—being motivated by game elements that show one’s progress compared to their peers and provide social reinforcing feedback; and Achiever—being motivated by improving one’s individual progress in a course. We also suggest best practices for designing educational gamification experiences optimized for students from each motivational type.

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Gamification and Law

Cited by 7 publications

References 2 publications

Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review

Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

So, Why Do Students Perform Better in Gamified Courses? Understanding Motivational Styles in Educational Gamification

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