(Re)Defining Gamification: A Process Approach

Werbach, Kevin

doi:10.1007/978-3-319-07127-5_23

Cited by 277 publications

(181 citation statements)

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“…In an attempt to best capture the essence of the underlying concepts and practices, the term gamification has been defined in several ways, such as "the use of game design elements in nongame contexts" (Deterding, Dixon, Khaled, & Nacke, 2011), "the phenomenon of creating gameful experiences" (Hamari, Koivisto, & Sarsa, 2014), or "the process of making activities more game-like" (Werbach, 2014). Empirical work across disciplines has begun to explore how gamification can be used in certain contexts and what behavioral and experiential effects gamification has on people in the short and long terms.…”

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confidence: 99%

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Dichev

Dicheva

2017

Int J Educ Technol High Educ

693

523

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Gamification of education is a developing approach for increasing learners' motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers' understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach. Keywords: Gamification in education, Gamifying learning, Critical literature review, Empirical studiesThe idea of incentivizing people is not new but the term "gamification" didn't enter the mainstream vocabulary until 2010. Only a year later it became a viable trend. The growing popularity of gamification is stemming from the belief in its potential to foster motivation, behavioral changes, friendly competition and collaboration in different contexts, such as customer engagement, employee performance and social loyalty. As with any new and promising technology it has been applied in a diversity of domains, including marketing, healthcare, human resources, training, environmental protection and wellbeing. Gamification is a multidisciplinary concept spanning a range of theoretical and empirical knowledge, technological domains and platforms and is driven by an

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mentioning

confidence: 99%

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Dichev

Dicheva

2017

Int J Educ Technol High Educ

693

523

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“…La taxonomía presentada ha optado por utilizar elementos empíricamente contrastables por la observación participante, lo que implica que la creación y mantenimiento de las expectativas basará el análisis de recompensas en las tablas de posiciones, medallas y puntos, tríada clásica aplicada y familiarizada en los sistemas de gamificación (Werbach, 2014).…”

Section: Control Del Usuariounclassified

Modelo Teórico Integrado de Gamificación en Ambientes E-Learning (E-MIGA)

et al. 2017

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Resumen. La presencia de elementos lúdicos en el contexto educativo, específicamente en la modalidad de formación E-learning, demuestra que la incorporación de la gamificación sistematiza la experiencia del usuario en base a parámetros relacionados con los juegos. Este artículo presenta la integración de dos modelos conceptuales de gamificación extraídos de la revisión literaria publicada entre el 2012 y el 2015, validando cada una de las dimensiones e indicadores mediante un estudio Delphi con expertos en pedagogía y diseño de juegos. Posteriormente, se exhiben los resultados cualitativos de la aplicación del modelo en 6 aplicaciones móviles educativas analizadas durante 7 meses (junio 2015-enero 2016) manifestando la correlación de los modelos seleccionados según los criterios de idoneidad y pertinencia. En definitiva, el siguiente modelo construye una vía de conexión entre la base teórica y el análisis empírico de la gamificación con el fin de sobreponerse a los retos de la educación E-learning en el siglo XXI teniendo como última instancia la transposición del modelo teórico a un modelo de utilidad cuantitativo al servicio de futuras investigaciones. Palabras clave: Construcción de modelos; tecnología de la educación; nuevas tecnologías; juego educativo; enseñanza a distancia.[en] Integrated Theoretical Gamification Model in E-Learning Environments (E-MIGA) Abstract. The presence of game elements on the educational context, specifically on the E-learning modalities, shows that incorporating gamification systematizes the user experience based on parameters related to the games. Considering this issue, this paper presents the integration of two conceptual models of gamification extracted from the literature review published between 2012 and 2015, validating each of the dimensions and indicators through a Delphi study with experts in pedagogy and game design. The application of the model in 6 educational mobile applications for 7 months (June 2015-January 2016) demonstrating the correlation of selected models according to the criteria of suitability and relevance. In short, the following model builds a connection path between the theoretical basis and empirical analysis of gamification in order to overcome the challenges of E-learning education in the XXI century having as ultimate implication the transposition of the theoretical model to a quantitative utility model at the service of future research.

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“…He stated that green gamification is an emerging research area covering persuasive technology, eco-feedback, and environmental psychology. Werbach [22] also mentioned that gamification is a form of persuasive design and it can effectively promote both motivation and ability for persuasion. While comparing persuasive strategies with game design elements, Hamari et al [23] noted that persuasive technology emphasizes on social and communicative persuasion and attitude change, whereas gamification focuses more on invoking users' (intrinsic) motivations.…”

Section: Persuasive Strategies and Gamificationmentioning

confidence: 99%

Selecting Persuasive Strategies and Game Design Elements for Encouraging Energy Saving Behavior

Shih

Jheng

2017

Sustainability

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Design for sustainable behavior has become more important for product or service design considering environmental sustainability in the use stage. The goal of this work is to specifically help design for encouraging energy-saving behavior in selecting effective persuasive design strategies and game design elements by considering users' differences. The work begins with screening commonly employed persuasive strategies based on literature and the analysis of existing cases in design for energy-saving behavior. Secondly, a questionnaire survey is conducted to investigate the possible demographic differences on the persuasiveness of the selected persuasive strategies. Thirdly, the selected persuasive strategies are mapped to twenty-nine useful game design elements via an affinity diagram method. The results could help designers choose effective persuasive strategies and game design elements for different user groups. At the end, an illustrative example is presented to show the application potential in design for energy-saving behavior.

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(Re)Defining Gamification: A Process Approach

Cited by 277 publications

References 4 publications

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Modelo Teórico Integrado de Gamificación en Ambientes E-Learning (E-MIGA)

Selecting Persuasive Strategies and Game Design Elements for Encouraging Energy Saving Behavior

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