Gamification Framework for E-Learning Systems in Higher Education

Abstract

This paper explains the concept of gamification, lists the current models according to which educational e-courses can be designed, and proposes a conceptual eRIOOS model aimed at higher education. The aim of the research as well as the purpose of creating a conceptual model of gamification is to standardize the elements of computer games that can be used in educational e-courses at higher education institutions. In the preparation of this research, the emphasis was placed on the invention and analysis of professional and scientific literature for creating a conceptual model. The model contains a logical representation of two levels of complexity. Three separate e-courses have been created in different courses within the two University institutions, which serve as a tool to check the correctness of the conceptual eRIOOS model. The result of the research is a confirmed conceptual model that is suitable for creating Moodle e-courses of IT teaching orientation in higher education institutions.

Computer Game Elements and its Impact on Higher Education

“…If the E-learning system is designed correctly, the student creates a sense of comfort that can lead to a state of flow in which the learning process is optimal. This is one of the conclusion by Bernik [4] within the manuscript where gamification framework was described.…”

“…The problem observed in the research of de-Marcos et al, in which the experimental groups of respondents showed very little interest in teaching materials and where approximately 20% of students actively participated in the study, will be particularly monitored in this study in order to avoid repeating the same. Also, the seven elements of computer games (points, levels, success scale, badges, explanation for a beginner, social loops, and gradual unlocking of content) that Iosup and Epema list, were considered for inclusion in the gamified system, along with other elements described in Bernik [4], with the aim of confirming the results cited by Iosup and Epema [11].…”

“…Special emphasis will be placed on the situation seen in Laskowski and Badurowicz [12], where the control groups of respondents at the end of a semester achieved higher average grades than the experimental groups of respondents, where the control groups of respondents had lower attendance at teaching activities. Laskowski and Badurowicz [12] could not explain such a result and emphasize that the research should be repeated with a larger number of respondents, which was done in Bernik [4] with a significantly larger number of respondents (309 in total) and a larger number of included computer game elements (24 in total)…”

Gamification of e-learning in higher education: a systematic literature review

“…Chou ( 2015 ) A gamification framework called Octalysis which is based on eight motivational drivers arranged in an octagonal shape. The elements of the Octalysis model that are in the right part represent are related to intrinsic motivation, as opposed to the elements on the left side, which relate to extrinsic motivation (Bernik, 2021 ). The elements at the top of the system are considered to be positive motivators that encourage the improvement of knowledge and skills through meaning and various incentives, whereas the elements at the bottom of the system are considered negative motivators that encourage bad emotion and should be minimized when planning and implementing the system (Bernik, 2021 ) 6.…”

Initiatives and challenges in using gamification in transportation: a systematic mapping

“…Gamification was first applied as a digital marketing strategy to enhance customer participation [33]. Because it can effectively stimulate specific behaviours and result in happiness, gamification has begun to be applied in other fields, such as education [11,12,22,24,27,57], health care [18,30,36,62,79], organizational effectiveness [46,66], software development [56], software design [55,68], e-commerce [5,9,53] and marketing [58,76].…”