One Game Does not Fit All. Gamification and Learning: Overview and Future Directions

Caporarello, Leonardo; Magni, Massimo; Pennarola, Ferdinando

doi:10.1007/978-3-319-90500-6_14

Cited by 15 publications

(13 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is no entertainment but fun, the objective is to motivate people to carry out by the funny way some boring task [29]. It engages users at the emotional level for attitudes and behavior change, as well as knowledge acquisition [30]. Nevertheless, there are not clear boundaries between these concepts of games, rewards programs and gamification [19].…”

Section: Games Vs Rewards Vs Gamificationmentioning

confidence: 99%

A Review of Gamification Applied to Phishing

Tchakounté¹,

L²,

Atemkeng³

2020

Preprint

View full text Add to dashboard Cite

Phishing is a set of devastating techniques which lure target users to provide critical resources. They are successful because they rely on human weaknesses. Gamification which is a recent and non-traditional learning method with purpose to motivate and engage user to carry out activities, is more and more applied to prevent such cyber threats. This paper provides the first survey of gamified solutions dedicated to educate against phishing from 2007 to 2019. The investigation is conducted on eight proposals in terms of core concepts, game mechanics and learning process. We provide three taxonomies of dimensions to systematically characterize researches on gamified solutions, discuss lacks of surveyed works and opens further orientations to enhance this research area. Some key results are: solutions do not consider elementary level of knowledge and do no offer basic notions; solutions are not adapted to general audience and therefore not reliably applicable in different contexts; platforms partially educate about phishing; learners are evaluated predictably and within a short period. This study constitutes a cornerstone to understand and enhance research on phishing education.

show abstract

Section: Games Vs Rewards Vs Gamificationmentioning

confidence: 99%

A Review of Gamification Applied to Phishing

Tchakounté¹,

L²,

Atemkeng³

2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Aspects such as problem solving, collaboration and communication, content creation, among many other things, are worked on through the game in an active way and this methodological strategy has recently been called gamification [15]. This is a recent term; authors such as [16] place its appearance in 2008, although there was no adoption of the term until 2010. Following different complementary definitions of the concept of gamification [13,16], it is about the application of the principles of video games applied to the process of Teaching-Learning (E-Learning), that is, in contexts not strictly related to the game, through the establishment of challenges that, once passed, provide a reward directly proportional to the difficulty of the challenge [17].…”

Section: The Methodological Approaches Flipped Classroom and Gamificamentioning

confidence: 99%

“…This is a recent term; authors such as [16] place its appearance in 2008, although there was no adoption of the term until 2010. Following different complementary definitions of the concept of gamification [13,16], it is about the application of the principles of video games applied to the process of Teaching-Learning (E-Learning), that is, in contexts not strictly related to the game, through the establishment of challenges that, once passed, provide a reward directly proportional to the difficulty of the challenge [17]. It is important to note that the concept of gamification is different from that of an educational game or a game itself [18].…”

Section: The Methodological Approaches Flipped Classroom and Gamificamentioning

confidence: 99%

Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education

et al. 2020

View full text Add to dashboard Cite

Currently, there are several methodological models that have broken into different disciplines of knowledge with the aim of making the teaching/learning process more dynamic, active and participatory for students. This is the case of Flipped Classroom, which is based on a mixed approach between e-learning and face-to-face teaching, as well as gamification, which bases its didactic principles on the recreational components of the games. Within this context, the aim of this research is to observe what effect the application of Flipped Classroom and gamification has in the development of motivation, autonomy and self-regulation towards learning through a didactic unit on healthy habits and diet in 202 students of 6th grade of Primary School from four different schools (public and state-subsidized) in the city of Granada (Spain). For this purpose, a methodological design was used with pre-test and post-test to check the effects of the experience on the students. The findings obtained showed that the application of these methods promoted an increase in students’ motivation, as well as in their autonomy and self-regulation when facing the contents of the subject. For this reason, it is advocated that there is a need to continue promoting a quality and innovative educational practice according to the figure of the student today.

show abstract

“…As the learning material is divided into micro-contents, this learning is suitable to use as part of mobile learning [35]. -Gamification is the use of game strategic thinking in a non-game context to solve various tasks [36].…”

Section: Standards and Trends In E-learningmentioning

confidence: 99%

An approach to designing and developing an LMS framework appropriate for young pupils

Kraleva¹,

Sabani²,

Kralev³

et al. 2020

IJECE

View full text Add to dashboard Cite

The lifestyle of the new people generation, called in the scientific literature Generation Z, is closely related to the Internet, computer and information technology. Therefore, people and children belonging to this group can be viewed in terms of software technology as specific users who have high requirements regarding the functions and interface of the software applications, connectivity to social networks and instant communication via the Internet. This influenced not only on the teaching and learning methods but also on the software applications used in the learning process. In recent years, new theoretical teaching methods have emerged, and the number of electronic learning systems increased. However, students lack motivation for the learning process. This requires developing new conceptual models of training and learning software, tailored to the skills and preferences of the end-users. The young students up to 12 years of age: from kindergartens to preschools and primary schools are special users who have not been studied exhaustively. In order to present the problem related to the development of learning and training software thoroughly, the most commonly used standards and current trends, as well as the advantages and disadvantages of LMS platforms have been reviewed. Attention is drawn to the commonly used software design and development technologies. This is the reason to propose a strategy for developing a web-based e-learning management system according to the possibilities of young pupils as a specific user. Having in mind this strategy we described a software architecture, based on SCORM's specification, and we developed an LMS prototype. Its design was tailored to the skills of young children. The basic methodology used in the design and creation of the system we propose is user-centered design. The document is intended for developers, educators and scientists, studying child-computer interaction.

show abstract

One Game Does not Fit All. Gamification and Learning: Overview and Future Directions

Cited by 15 publications

References 9 publications

A Review of Gamification Applied to Phishing

A Review of Gamification Applied to Phishing

Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education

An approach to designing and developing an LMS framework appropriate for young pupils

Contact Info

Product

Resources

About