Social Interactive Learning in Multiplayer Games

Camilleri, Vanessa; Busuttil, Leonard; Montebello, Matthew

doi:10.1007/978-1-4471-2161-9_23

Cited by 18 publications

(9 citation statements)

References 10 publications

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“…The feedback students get from their teachers is very important to help them progress and move to the next level (Kapp, 2012a), thus mastering due contents. Gamification promotes student motivation and engagement (Clark & Rossiter, 2008), as well as interest and improvement (Camilleri, Busuttil, & Montebello, 2011;Kapp, 2012a). It is possible to say that the number of people who use a certain game-based resource may have a positive impact on the users' motivation, who are more likely to continue using it (Lin & Bhattacherjee, 2008).…”

Section: Systematic Literature Review Gamificationmentioning

confidence: 99%

Gamification in Management Education: A Systematic Literature Review

Hounsell

Rodrigues

Marques

2019

BAR, Braz. Adm. Rev.

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Quality of teaching is increasingly important for the success of educational institutions. In this context, gamification is a tool often used to improve the teaching-learning process by helping both teachers and students reach their goals in the short, medium and long term. Given the importance of the topic both in academia and society, this article presents a systematic review of the literature on the use of gamification as a tool to enhance the quality of the teaching process in general, and, in particular, the teaching of management. The study searches the most relevant literature on the application of gamification to educational contexts and describes gamification's main themes and constructs based on a systematic literature review of scholarly articles available in ISI Web of Science and Scopus databases. One of the main results of this study is to describe theoretical approaches to gamification and provide a conceptual model that gathers the contribution of various studies and paves the way for future research.

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Section: Systematic Literature Review Gamificationmentioning

confidence: 99%

Gamification in Management Education: A Systematic Literature Review

Hounsell

Rodrigues

Marques

2019

BAR, Braz. Adm. Rev.

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“…through leaderboards). [8] The comments of the students were in the same sense, for example: "I found this exercise very useful as a means of learning and particularly enjoyed the competitive aspect and how it captivates the students. It joins the useful to the pleasant, I must say that I quite liked the idea and I would not mind repeating it. "…”

Section: Resultsmentioning

confidence: 92%

Gamification and Active Methodologies at University: The Case of Teaching Learning Strategy in Law

Castilhos¹

2018

ICERI2018 Proceedings

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The "gamification" is a strategy to use elements of the games outside the environment of games and can be applied as a teaching strategy. The application in the classroom as an active learning strategy is still a great challenge for education, especially in higher education in such a traditional context, as is the case with Law teaching. The present paper reports a case study on how it was applied a quiz using the kahoot platform as teaching learning strategy in the discipline Constitutional Law in a university in Portugal. The results showed that kahoot enhanced the use of gamification in the classroom by facilitating the use of elements of games such as immediate feedback, clear rules, and brings fun, pleasure and motivation. Students allude to competition as stimulus for learning and they realized the kahoot can be used as a replacement for traditional classroom once you can reach different levels of complexity that challenge students and make learning more efficient and durable. We conclude that the technique, however, presents some limitations. The perception and interests of students was a positive result from the experience.

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“…Tal fue el caso del éxito de los juegos en red con un eminente carácter prosocial, ligados a la construcción de granjas (FarmVille), castillos (CastleVille), ciudades (CityVille), etc., cuyo valor añadido radicaba en ofrecer actividades que fomentaban la adquisición de conocimientos específicos, la colaboración y la transferencia de estrategias entre los jugadores virtuales, tanto para ampliar sus dominios como adquirir un mayor rango, etc. En ellos se primaba el aprendizaje a partir de la experiencia de juego compartido, al establecer pautas de interacción ligadas a la cooperación y al apoyo entre los usuarios para superar retos y promocionar de nivel (Camilleri, Busuttil & Montebello, 2011).…”

Section: Introductionunclassified

Perfil de jugador virtual asociado a la motivación personal para jugar en CityVille

Moral-Pérez

Pérez

2017

red

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ResumenEsta investigación describe la comunidad Fans-CityVille (N=110) en función de las variables sexo, tiempo dedicado al juego, nivel alcanzado y dinero invertido. Asimismo, identifica los tres perfiles de jugador virtual asociados con las motivaciones esgrimidas para permanecer en el juego, los objetivos priorizados en el mismo y las razones alegadas para interactuar con otros jugadores: a) utilitarista-adictivo, b) aprendizaje lúdico-colaborativo, y c) prosocial. Entre los resultados se observa que los usuarios juegan para divertirse interaccionando online y colaborando con otros para hacer crecer sus ciudades en CityVille, son felices jugando y compartiendo afición. Aproximadamente la mitad juega entre 3-6 horas diarias y, aunque se podía jugar sin gastar dinero, casi la mitad invertía una media de 8$ mensuales para avanzar más rápido. Los hombres se muestran más utilitaristas, buscan alcanzar el máximo nivel y solo interactúan con otros jugadores para obtener beneficios y ganar; a diferencia de las mujeres que valoran el aprendizaje derivado de este entretenimiento colaborativo y prosocial, ponderan más el intercambio de estrategias, la colaboración mutua y la oportunidad que les brinda el juego para ampliar su red de contactos y amistades. Palabras clave CityVille, juegos en red social, motivación personal, perfil de jugador. AbstractThis research describes the Community Fans-Cityville (N=110) depending on the variables sex, time dedicated to the game, level reached and money invested. It also identifies the three player profiles associated with the given motivations to remain in the game, the prioritized objectives in the game and the alleged reasons to interact with other players: a) utilitarian-addictive, b) recreational-collaborative learning, and c) prosocial. Among the results it is observed that the players have fun interacting online and collaborating with others to grow their cities, they are happy playing and sharing hobby. Almost half play between 3-6 hours a day in CityVille and, although you could play without spending money, almost half spend an average of $8 monthly to advance faster. Men are more utilitarian, seek to reach the highest level and only interact with others to gain and win; Unlike women who prioritize collaborative and prosocial entertainment, they value the exchange of strategies, mutual collaboration and the opportunity that the game offers to broaden their network of contacts and friendships.

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Social Interactive Learning in Multiplayer Games

Cited by 18 publications

References 10 publications

Gamification in Management Education: A Systematic Literature Review

Gamification in Management Education: A Systematic Literature Review

Gamification and Active Methodologies at University: The Case of Teaching Learning Strategy in Law

Perfil de jugador virtual asociado a la motivación personal para jugar en CityVille

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