Make-Believe in Gameful and Playful Design

Deterding, Sebastian

doi:10.1007/978-3-319-29553-4_7

Cited by 28 publications

(23 citation statements)

References 64 publications

(60 reference statements)

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“…Contudo, alguns autores apontam que haveria uma diferença entre a gamificação e a criação de um design de game ou de um design para experiências em game 5 (DETERDING et al, 2011a;2011b;DETERDING, 2014;2016;DICHEV et al, 2014). Enquanto que a gamificação consistiria somente na adição de características de games a atividades que não são games, especialmente dos PBLs, a criação de um gameful design implicaria no propiciamento de experiências que são vividas no jogo e que estariam ligadas à motivação intrínseca, como o sentimento de realização ou progresso, de emoções positivas, de significados e de relações.…”

Section: Gamificação Motivação E Feedback: Revendo Conceitosunclassified

“…Por fim, é relevante destacar que, nas atividades analisadas neste artigo, as características de gamificação presentes eram apenas os PBLs. Porém, já há trabalhos que preconizam a importância de se criar não apenas atividades gamificadas isoladas, como foi o caso das atividades utilizadas na minha pesquisa, mas sim de se trabalhar com a criação de um design gamificado, no qual toda a experiência interativa da sala de aula ocorreria de uma forma gamificada (DETERDING, 2014;2016;DICHEV et al, 2014). É possível que, a partir de um design gamificado, as percepções dos alunos e as suas motivações manifestem-se de formas diferentes.…”

Section: Considerações Finaisunclassified

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Gamificação na aprendizagem de inglês: uma análise sobre Recursos Educacionais Abertos, Motivação e o Feedback

Duarte

2019

RLE

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Neste artigo, apresenta-se uma análise sobre a gamificação a partir das definições de motivação, feedback e Recursos Educacionais Abertos (REA), a fim de problematizar o uso da gamificação em situações de ensino e aprendizagem de línguas. Apresenta-se uma discussão teórica junto com dados obtidos na realização de atividades gamificadas e não-gamificadas para a aprendizagem de inglês por dois grupos de alunos através da ferramenta Ensino de Línguas Online (ELO). Com base nos dados apresentados, torna-se possível constatar que embora a gamificação, enquanto característica de REA, pode ter um papel importante na motivação de alguns alunos, não é possível generalizar essa afirmação e é necessário considerar as formas como as informações de feedback são apresentadas nas atividades.

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Section: Gamificação Motivação E Feedback: Revendo Conceitosunclassified

Section: Considerações Finaisunclassified

Gamificação na aprendizagem de inglês: uma análise sobre Recursos Educacionais Abertos, Motivação e o Feedback

Duarte

2019

RLE

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“…Scholars writing about gamification have previously fleetingly engaged with this body of political-artistic work (Raessens, 2014;Deterding, 2016). However, we believe this relatively minimal engagement is indicative of the broader intellectual traditions gamification scholars have come from: human-computer interaction and game studies are not fields that, traditionally, have been first to engage with historical political-aesthetic movements, although art and aesthetics per se have been present within game studies discourse for some time (Bittanti & Quaranta, 2006;Giddings & Kennedy, 2008;Niedenthal, 2009).…”

Section: Playful Resistance: Autonomism and Situationismmentioning

confidence: 99%

“…Equally, given the fundamentally political entanglement of labour, play and the monotonous rhythms of everyday life entangled in the gamification debates, we also propose that such actions by call centre workers are also valuably understood through Situationist theory. Scholars writing about gamification have previously fleetingly engaged with this body of political-artistic work (Deterding, 2016; Raessens, 2014). However, we believe this relatively minimal engagement is indicative of the broader intellectual traditions gamification scholars have come from: human–computer interaction and game studies are not fields that, traditionally, have been first to engage with historical political-aesthetic movements , although art and aesthetics per se have been present within game studies discourse for some time (Bittanti & Quaranta, 2006; Giddings & Kennedy, 2008; Niedenthal, 2009).…”

Section: Playful Resistance: Autonomism and Situationismmentioning

confidence: 99%

Gamification: What it is, and how to fight it

Woodcock

Johnson

2017

The Sociological Review

129

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Abstract'Gamification' is understood as the application of game systems -competition, rewards, quantifying player/user behaviour -into non-game domains, such as work, productivity and fitness. Such practices are deeply problematic as they represent the capture of 'play' in the pursuit of neoliberal rationalization and the managerial optimization of working life and labour. However, applying games and play to social life is also central to the Situationist International, as a form of resistance against the regularity and standardization of everyday behaviour. In this article, the authors distinguish between two types of gamification: first, 'gamification-fromabove', involving the optimization and rationalizing of work practices by management; and second, 'gamificationfrom-below', a form of active resistance against control at work. Drawing on Autonomism and Situationism, the authors argue that it is possible to transform non-games into games as resistance, rather than transferring game elements out of playful contexts and into managerial ones. Since the original 'gamification' term is now lost, the authors develop the alternative conception as a practice that supports workers, rather than one used to adapt behaviour to capital. The article concludes with a renewed call for this 'gamification-frombelow', which is an ideal form of resistance against gamification-from-above and its capture of play in pursuit of work.

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“…As an alternative, Deterding discusses the term "gameful design" or "playful design" based on intrinsic reward, with positive emotions, relationships, meaning and accomplishment [3]. This concept emphasizes social components of gamification, discussing creating long-term motivation through a gamified activity rather than shortterm motivation based on behavioristic approach.…”

Section: Introductionmentioning

confidence: 99%

Gamified Approach to Blended Philosophy Course: Social Search and Multilingual Communication Experience

Bukhtoyarov¹,

Bukhtoyarova²

EPiC Series in Education Science

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The challenge of updating the existing curriculum to meet the requirements of blended, interactive and gamified approaches is complex. This article presents the design and results of the application of a gamified activity that was used to enrich a blended Philosophy course taught for two years and taken by more than 450 sophomore students in a large public university in Russia. The combination of social search with multilingual communication became an important educational experience for the participating students.

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Make-Believe in Gameful and Playful Design

Cited by 28 publications

References 64 publications

Gamificação na aprendizagem de inglês: uma análise sobre Recursos Educacionais Abertos, Motivação e o Feedback

Gamificação na aprendizagem de inglês: uma análise sobre Recursos Educacionais Abertos, Motivação e o Feedback

Gamification: What it is, and how to fight it

Gamified Approach to Blended Philosophy Course: Social Search and Multilingual Communication Experience

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