Subversive Gamification

Edutainment, Gamification and Nutritional Education: An Analysis of Its Relationship With The Perception of Organizational Culture in Primary Education

“…Other more critical authors such as Bogost (2007) and Fuchs (2017bFuchs ( , 2018 refer to the persuasive and expressive power of video games, which invite interaction, argument building and influence on the players, as well as their subversive and sometimes unreliable applications of digital media, and the internationalization and subversion of roles through play. Some authors (Durall et al, 2012) point out that it favors experiential learning through the simulation of real and meaningful situations for the students' lives.…”

The Role of Creative Communications and Gamification in Student Engagement in Higher Education: A Sentiment Analysis Approach

“…Still, since its beginning, gamification has sparked controversy between academics and practitioners devoted to human-computer interaction (Mahnič, 2014; Woodcock & Johnson, 2017). This controversy is reflected in some literature addressing the topic, putting in evidence that gamification’s effect on motivation or participation is lower than the expectations created by the hype (Broer, 2014; Fuchs, 2018), or not showing a positive relationship between gamification tools usage and improved success (Frost et al, 2015). Although gamification in educational settings is a growing phenomenon, the literature reveals that not sufficient evidence exists to support the long-term benefits of gamification in educational contexts (Dichev & Dicheva, 2017) and that the knowledge about the gamification outcome in an educational context is still scarce (Dichev & Dicheva, 2017; Dicheva et al, 2015).…”

“…The academic discussion on the topic has focused the attention on gamification as a way to increase attachment (Oleksy & Wnuk, 2017), to build co-creation experiences (Nobre & Ferreira, 2017), to foster the intention of engagement and brand attitude (Lim & Puspita, 2020; Yang et al, 2017) or to develop interaction and participation at higher education environments (Piñeiro-Otero & Costa-Sánchez, 2015). Contrariwise, several authors have discussed the subversive ludification of society that gamification may represent (e.g., Fuchs, 2018; Woodcock & Johnson, 2017). The adoption and practice of game-based techniques or gamification in higher educational environments may promote positive behaviour changes, leading to increased motivation, relevance or immersion (Kapp, 2012; Kapp & Coné, 2012).…”

To Play and To Be Played: Exploring the Design of Urban Machines for Playful Placemaking

“…Inclusive of both temporary and permanent installations, the case studies also illustrate different contexts As playful urban machines, each design precedent was reviewed based on two dimensions (continua), corresponding to their level of 1) disruption and 2) smartness, to create four differing quadrants. Disruption is associated with the subversive nature of play that is found in playful experiences and approaches to design (Huizinga, 1949;Alfrink, 2015;Fuchs, 2018). It is emergent from our initial understanding of smart and playful benches and highlights the extent of how much an urban machine conforms or disrupts public-sitting norms, usage, and regulations.…”