Gamifying learning experiences: Practical implications and outcomes

Domínguez, Adrián; Saenz-de-Navarrete, Joseba; de‐Marcos, Luis; Fernández‐Sanz, Luis; Pagés, Carmen; Martínez-Herráiz, José-Javier

doi:10.1016/j.compedu.2012.12.020

Cited by 1,419 publications

(1,040 citation statements)

References 13 publications

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“…Based on survey data they also argued that the students enjoyed using the badges and indicated a strong preference for their inclusion in the standard interface. Domínguez et al (2013) demonstrated how a gamified e-learning platform resulted in higher final test scores compared to students who used the non-gamified version [17]. Their survey data indicated high involvement with the tool but with no data from the control group it is difficult to interpret this data.…”

Section: Gamification In Educationmentioning

confidence: 67%

“…While some extant research does examine gamification targeted at primary school student users [4,16,19], its focus has not been on motivation. At the same time, empirical work that examines gamification and motivation (such as [1,9,14,17,26,30]) tends to focus on University students, and reports mixed evidence of its success on this user group [43].…”

Section: Gamification In Educationmentioning

confidence: 99%

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Using Gamification to Motivate Students with Dyslexia

Gooch¹,

Vasalou²,

Benton³

et al. 2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

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The concept of gamification is receiving increasing amounts of attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a series of provisional design recommendations, presented within the paper, regarding how gamification platforms could be optimised for students with dyslexia. We also examine the benefits of our exploratory approach with regards to theory building that can be tested in confirmatory research. We conclude by arguing that our work can serve as a springboard for discussing how gamification platforms could be of use for students with other special educational needs.

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Section: Gamification In Educationmentioning

confidence: 67%

Section: Gamification In Educationmentioning

confidence: 99%

Using Gamification to Motivate Students with Dyslexia

Gooch¹,

Vasalou²,

Benton³

et al. 2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

show abstract

“…Assim, este artigo teve como foco o desenvolvimento de um protótipo para experimentação de funcionalidades de gamificação em AEUs. O principal objetivo da gamificação no contexto educacionalé a utilização de mecânicas de jogos que tornam o processo educativo mais interessante e atrativo [Domínguez et al 2013]. A abordagem proposta não busca a criação de um jogo específico, e sim a utilização da gamificação para tornar AEUs mais atraentes e divertidos, aumentando seu uso.…”

Section: Módulo De Gamificaçãounclassified

Gamificação em Ambientes Educacionais Ubíquos

Ferreira

Araújo

Souza

et al. 2015

Anais Do XXVI Simpósio Brasileiro De Informática Na Educação (SBIE 2015)

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Abstract. One challenge in educational computing environments is to ensure the student engagement and motivation in using their resources. In this sense, gamification concepts have been employed to adapt game elements to learningteaching activities in order to make them more engaging and attractive. This paper presents the process of design and development of a software module for gamification in Ubiquitous Learning Environments (ULEs). Besides presenting the proposed module's architecture and its implementation details, we describe its integration to a real ULE application and its use together with collaborative mechanisms for the extension and enrichment of educational content.Resumo. Um dos desafios dos ambientes computacionais voltadosà educaçãó e garantir o engajamento e manter a motivação dos estudantes em sua utilização. Nesse sentido, conceitos de gamificação têm sido explorados para adaptar elementos de jogos a atividades de ensino e aprendizagem no intuito de torná-las mais envolventes e atrativas. Este artigo apresenta o processo de concepção e desenvolvimento de um módulo de software para gamificação de Ambientes Educacionais Ubíquos (AEUs). Além da arquitetura do módulo de gamificação proposto e dos detalhes técnicos de sua implementação,é descrita sua integração a um AEU real e sua utilização conjunta com mecanismos colaborativos de extensão e enriquecimento de conteúdo educacional.

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“…Using computer-aided engineering systems in creative industrial product development processes is also a prominent study area (Norman, 1997). The research efforts in this subdomain can be exemplified by very different studies such as the effect of learning systems (Domínguez et al, 2013), or road traffic systems (Gish et al, 1999). With the ultimate goal of reducing or neutralization of impact, various measures have been proposed (Moon et al, 2004).…”

Section: Impacts Of Systemsmentioning

confidence: 99%

An initial categorization of foundational research in complex technical systems

Horváth

2015

J. Zhejiang Univ. Sci. A

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There has been intense foundational research in complex technical systems (CTSs) over the last half century. These systems are exemplified by advanced mechatronics systems, embedded control systems, real-time systems, agent-based smart systems, distributed software systems, internet of things systems, and cyber-physical systems. The objective of this paper is to offer an initial cataloguing of the various research domains and to identify the major research issues. The paper has an ontological flavour, because it concentrates on what research has been and is being done, rather than on why and how research is done. The underpinning study has been done in three stages: (i) intuition-driven exploration of a reference set of related academic publications, (ii) evidence-based specification of a categorization of the domains and subdomains of research, and (iii) refinement and validation of the proposed classification based on a control set of related academic publications. The proposed reasoning model identifies three categories of research domains. The 'intellectualizations' category includes research domains such as: (i) philosophy, (ii) ontology, and (iii) epistemology of CTSs. The research domains included in the 'realizations' category are: (iv) methodology, and (v) creation of CTSs. The domains considered in the 'influences' category are: (vi) manifestations, and (vii) axiology of CTSs. Based on the proposed reasoning model a landscape of foundational research in CTSs is proposed for public debate. Our follow-up study focuses on the extension of the proposed classification to other families of complex engineered systems such as sociotechnical systems and social ecosystems.

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Gamifying learning experiences: Practical implications and outcomes

Cited by 1,419 publications

References 13 publications

Using Gamification to Motivate Students with Dyslexia

Using Gamification to Motivate Students with Dyslexia

Gamificação em Ambientes Educacionais Ubíquos

An initial categorization of foundational research in complex technical systems

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