The Impact of Gamification - Recommending Education Scenarios

Erenli, Kai

doi:10.3991/ijet.v8is1.2320

Cited by 90 publications

(57 citation statements)

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“…E, enquanto muitos educadores estão desperdiçando a oportunidade de utilizar o potencial dos jogos para ensinar, alguns docentes estão avaliando os cenários de jogos e métodos para adaptarem as práticas ao ensino de estudantes através da gamificação. (ERENLI, 2013).…”

Section: Gamificaçãounclassified

Gamificação como Método de Ensino Inovador

Signori¹,

Guimarães²,

Corrêa³

2016

XVI Mostra De Iniciação Científica, Pós-Graduação, Pesquisa E Extensão

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RESUMOA nova geração que frequenta os bancos escolares nasceu e cresceu em um ambiente no qual as inovações tecnológicas são constantes, e o acesso à informação se dá instantaneamente à ocorrência dos fatos. Contudo, na escola e no ensino superior, esses alunos são expostos a modelos de ensino/aprendizagem do século passado, mostrando-se, portanto, ultrapassados e insuficientes para despertar o interesse e o engajamento desse aluno. Assim, as simulações, os jogos e outras formas de aprendizagem baseadas nas experiências representam uma alternativa atraente e inovadora para ministrar aulas tradicionais, e podem ser uma alternativa para aproximar os professores desse novo aluno. Também um alinhamento entre a identificação e declaração dos objetivos ligados ao desenvolvimento cognitivo, a competências e atitudes pode descomplicar o planejamento do processo de ensino e aprendizagem, trazendo como consequência um processo mais claro e de acordo com essa nova realidade. Apresentar uma revisão teórica sobre a gamificação sob a perspectiva do ensino e aprendizagem foi o objetivo deste artigo. Para tanto, realizou-se uma revisão da literatura na área de ensino, aprendizagem e gamificação. A contribuição deste estudo consiste em apresentar a gamificação como um método inovador de ensino, além de constituir uma importante fonte de consulta para educadores interessados no tema. Palavras-chave:Inovação em Ensino; Aprendizagem; Gamificação. INTRODUÇÃOMcGonigal (2011) compara o tempo que as pessoas gastam lendo livros e o tempo despendido em jogos. Segundo a autora, jovens com idade média de 21 anos perdem entre duas e três mil horas lendo livros, enquanto que a atividade de jogar chega em média a dez mil horas. Para Lazzaro (2004), as pessoas jogam para mudar suas experiências internas, já que o jogo permite que seus pensamentos e emoções não se relacionem com trabalho ou escola. Além disso, elas gostam do desafio e da oportunidade de testar suas habilidades.Com esse significativo crescimento em popularidade dos jogos e número de usuários, há um aumento no interesse do seu potencial como ferramenta de ensino inovadora. (SIMÕES; REDONDO; VILAS, 2013). Ainda, para engajar os alunos desta nova geração, quatro pilares devem direcionar a estratégia pedagógica: a exposição dos projetos desenvolvidos pelos alunos, a competição, desde que realizada de maneira saudável, a participação e a colaboração. (LOPES, 2016).Para Ramos (2015) o Brasil conta com alunos da nova geração do século XXI, porém com professores que não acompanharam o ritmo das novas gerações, bem como as instituições de ensino com os moldes do século XIX e métodos de ensino ainda mais antigos, do século XVIII. Neste cenário, destacam-se dois problemas: i) os alunos das novas gerações, que pertencem à era digital, são expostos a modelos de didática defasados; ii) os padrões de ensino/aprendizagem deveriam acompanhar o ritmo da evolução das novas gerações. Desta forma, é possível perceber que esse novo grupo demográfico requer novas formas de estruturação de ensino e apr...

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Section: Gamificaçãounclassified

Gamificação como Método de Ensino Inovador

Signori¹,

Guimarães²,

Corrêa³

2016

XVI Mostra De Iniciação Científica, Pós-Graduação, Pesquisa E Extensão

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“…A variety of game elements are articulated in literature (Deterding et al, 2011;Dicheva et al, 2015;Erenli, 2013;Hamari et al, 2014;Lee & Hammer, 2011;Stott & Neustaedter, 2013). Drawing on this literature, game elements are categorised in terms of surface elements, underlying dynamics and game experience.…”

Section: Gamification and Game Elementsmentioning

confidence: 99%

Exploring Gamification in Management Education for Sustainable Development

Langendahl¹,

Cook²,

Mark‐Herbert³

2017

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Interdisciplinary approaches are sought in academia as a means to help resolve aspects of unsustainability. In management education, one of many challenges that relate to interdisciplinary working is the development and reinforcement of disciplinary working in teaching sessions. Indeed, perspectives on sustainable development from different disciplines can be brought into teaching activities and presented to students. However, taking different perspectives into education require students to be actively engaged. Drawing on the novel approach known as gamification, this paper explores how it can be used to elevate students' engagement in management education for sustainable development. Gamification is a broad concept, which has been used in multiple settings such as marketing to promote actor engagement. Using case study research, a case was developed to illustrate the use of gamification in an education management context. Findings show how gamification can be used in teaching to increase motivation and engagement among students. The paper concludes that gamification may offer a pedagogic approach to elevate students' engagement in management education for sustainable development and to promote multi-disciplinary working.

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Section: Abstract: Gamification Instructional Design Classroom Assementioning

confidence: 99%

“…Large funding agencies, such as the MacArthur and Bill and Melinda Gates Foundation, have begun pouring support into prototype projects that examine the application of gamification techniques at all levels of education (Landry, 2012). Advocates and pundits of gamification in education have been churning out articles, posts, and publications extolling its benefits and generating widespread publicity for successful pilot projects (Erenli, 2013;Jensen, 2012; Smith, 2012; Yee, 2013).If one were to see through the hype, however, questions have been raised about whether or not gamification can deliver on its early promises. Gamification often looks and sounds "sexy," in other words, highly appealing, particularly because it transforms educational opportunities into experiences that more closely resemble already popular games.…”

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confidence: 99%

Too cool for school?: The effects of gamification in an advanced interdisciplinary course

Cruz

Penley

2014

JoTLT

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Educators have been attracted to gamification because of its apparent appeal to students who are digital natives, but more research is needed to evaluate the effects of gamification on student motivation, learning, and related outcomes. This article presents the results of a gamification project conducted in an upper-division interdisciplinary course and suggests that gamification is not "too cool for school" but rather, an emerging instructional tool that will need to be filtered through the complexity of student experience in order to live up to its claims. Keywords: Gamification, instructional design, classroom assessment, student perception of learningUnderstanding learning is a Gordian knot of a challenge, just the kind of intellectual exercise that tends to motivate academics. So, while there is no dearth of research and publication on learning (and teaching), whether or not we are any closer to unraveling the knot remains an open question. Certainly, we have done a better job understanding the knot itself. While learning is often associated with educational research (practice), the study has inexorably expanded to include physiological, psychological, physical, and socio-cultural-political perspectives, making the full study of learning to be very much a syncretic art. A recent contender for the attention of those interested in teaching and learning is gamification, which draws inspiration and momentum from sources not often associated with serious pedagogy (Educause, 2011). This study explores one example of the nexus between gamification and learning in an interdisciplinary college class.Broadly speaking, the term gamification, coined in either 2005 or 2008 (depending on who you ask), refers to the use of various elements from games in non-game contexts (Deterding, Dixon, Khaled & Nacke, 2012). With origins in the technology industry, the concept quickly obtained a toehold in the business world, especially for marketing applications (Huotari & Hamari, 2012). To provide an idea of the scope of that infiltration, a 2011 Gartner report predicted that over half of all businesses would employ gamified marketing strategies by the year 2015 (Gartner, 2012) and M2 research predicts that gamification services will reach $2.8 billion in revenue by 2016(McCormick, 2013. Some of the most commonly used examples of gamification are retail programs where participants accumulate extra savings or other rewards for continued patronage. Foursquare, Fango, and StackOverflow are popular gamification apps.The widespread use of such techniques to engage customers in business began to catch the eye of educators who saw the potential inherent in engaging students. If the current generation of students spends a great deal of time playing online games, the reasoning goes, then why should we not harness that same kind of motivation to engage them in the classroom? Large funding agencies, such as the MacArthur and Bill and Melinda Gates Foundation, have begun pouring support into prototype projects that examine the applic...

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The Impact of Gamification - Recommending Education Scenarios

Cited by 90 publications

References 1 publication

Gamificação como Método de Ensino Inovador

Gamificação como Método de Ensino Inovador

Exploring Gamification in Management Education for Sustainable Development

Too cool for school?: The effects of gamification in an advanced interdisciplinary course

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