Abstract:Gamification, the application of game elements to nongame contexts, was recently a subject of great interest in the library literature, inspiring a number of articles. That interest tapered off in tandem with gamification’s wider decline, but signs point to its reemergence. Anticipating renewed interest in gamification, the authors reviewed the literature to determine what has—and has not—been examined by librarianship’s proponents of gamification. They found serious concerns regarding gamification’s practical… Show more
“…In the game environment, players learn through play and get rewarded through digital trophies that represent a mastery of a skill. Hughes and Lacy (2016) argued that play is an appealing way to learn for several reasons. Play represent no pressure on the learners to meet a requirement or complete an assignment and is described as neither "coercive nor prescriptive" (p. 14).…”
Section: Emotions Fun and Play In Gamificationmentioning
Purpose
Gamification is the application of game features, mainly video game elements, into non-game context for the purpose of promoting motivation and engagement in learning. The application of gamification in a pedagogical context provides some remedy for many students who find themselves alienated by traditional methods of instruction. The use of gamification could provide a partial solution to the decline in learners’ motivation and engagement the schooling system is facing today. Specifically, the college environment could benefit a lot from gamifying not only their graduate recruitment strategies, but also the college course content and curricula. This critical analysis of literature on gamification is intended to be part of a sequence on the effect of gamification on motivation and engagement. A proposed methodology in the study of gamification effect on motivation and engagement in addition to an empirical study on three college courses are being finalized to complete this trilogy. The paper aims to discuss these issues.
Design/methodology/approach
Themes covered in the literature review include: conceptualizing gamification, advantages of gamification over game-based learning, theoretical connections to gamification, motivation and engagement, connecting gamification to motivation and engagement, emotions and fun in gamification, player types and gamification features, gamification in action, and implementation guidelines.
Findings
The literature on the effect of gamification on motivation and gamification is still limited on multiple levels. There is a gap between theory and practice in the study of gamification. There is limited literature on the implementation guidelines of the gamified designs.
Practical implications
This critical analysis of literature is followed by connecting it to future research by the same author as part of a sequence on the effect of gamification on motivation and engagement. The second project, will be proposing a methodology for any successful design to provide a holistic understanding of the topic of gamification. Finally, an empirical study on the effect of gamification on students’ motivation and engagement in three college courses will be submitted to complete the trilogy.
Originality/value
This paper is a literature review, so there is a strong connection to literature on this topic. However, the synthesis of the themes and ideas are original. The literature review is extensive and covers the different aspects of the topic of gamification and its relationship to motivation and engagement.
“…In the game environment, players learn through play and get rewarded through digital trophies that represent a mastery of a skill. Hughes and Lacy (2016) argued that play is an appealing way to learn for several reasons. Play represent no pressure on the learners to meet a requirement or complete an assignment and is described as neither "coercive nor prescriptive" (p. 14).…”
Section: Emotions Fun and Play In Gamificationmentioning
Purpose
Gamification is the application of game features, mainly video game elements, into non-game context for the purpose of promoting motivation and engagement in learning. The application of gamification in a pedagogical context provides some remedy for many students who find themselves alienated by traditional methods of instruction. The use of gamification could provide a partial solution to the decline in learners’ motivation and engagement the schooling system is facing today. Specifically, the college environment could benefit a lot from gamifying not only their graduate recruitment strategies, but also the college course content and curricula. This critical analysis of literature on gamification is intended to be part of a sequence on the effect of gamification on motivation and engagement. A proposed methodology in the study of gamification effect on motivation and engagement in addition to an empirical study on three college courses are being finalized to complete this trilogy. The paper aims to discuss these issues.
Design/methodology/approach
Themes covered in the literature review include: conceptualizing gamification, advantages of gamification over game-based learning, theoretical connections to gamification, motivation and engagement, connecting gamification to motivation and engagement, emotions and fun in gamification, player types and gamification features, gamification in action, and implementation guidelines.
Findings
The literature on the effect of gamification on motivation and gamification is still limited on multiple levels. There is a gap between theory and practice in the study of gamification. There is limited literature on the implementation guidelines of the gamified designs.
Practical implications
This critical analysis of literature is followed by connecting it to future research by the same author as part of a sequence on the effect of gamification on motivation and engagement. The second project, will be proposing a methodology for any successful design to provide a holistic understanding of the topic of gamification. Finally, an empirical study on the effect of gamification on students’ motivation and engagement in three college courses will be submitted to complete the trilogy.
Originality/value
This paper is a literature review, so there is a strong connection to literature on this topic. However, the synthesis of the themes and ideas are original. The literature review is extensive and covers the different aspects of the topic of gamification and its relationship to motivation and engagement.
“…2. Permite una mejor interiorización y aplicación de los conocimientos adquiridos, pues incentiva la capacidad de resolución de problemas y potencia la internalización de los contenidos de aprendizaje (Harman, Koohang, Paliszkiewicz & Dickinson, 2014), genera resultados de aprendizaje positivos (Becker, 2007;Gee, 2007), facilita el aprendizaje (Hughes & Lacy, 2016), aborda muchas de las limitaciones de la enseñanza más tradicional, específicamente problemas de aprendizaje cognitivos y efectivos, y propor-ciona a los docentes mejores herramientas para brindar un sentido práctico y aplicado a los estudiantes (Deif, 2017).…”
Section: Gamificación: Concepto Objetivos Aportes Y Elementosunclassified
“…8. Es una manera de aprender diferente, en tanto que el aprendizaje se produce de forma natural durante los juegos (Becker, 2007;Gee, 2007), transforma la experiencia de aprendizaje en una experiencia alegre (Lee & Hammer, 2011), el aprendizaje puede ser divertido (Simões et al, 2013), y es una forma atractiva de aprender (Hughes & Lacy, 2016 A continuación, se proponen categorías adicionales para agrupar los ítems que no pudieron ser categorizados en ninguno de los cuatro grupos propuestos por Zeng et al (2017):…”
Section: Gamificación: Concepto Objetivos Aportes Y Elementosunclassified
“…Genera y aumenta el compromiso por parte de los estudiantes(Prensky, 2001;Hamari et al, 2014;Kingsley & Grabner-Hagen, 2015;Leaning, 2015;Papastergiou, 2009;Seaborn & Fels, 2015;Seaborn & Fels, 2015; Alsawaier, 2018), y permite que los estudiantes se entreguen por completo al aprendizaje(Deif, 2017).7. Ayuda a transformar las actitudes de los estudiantes hacia el aprendizaje (Alsawaier, 2018), aumentando la satisfacción del usuario(Harman, Koohang, Paliszkiewicz & Dickinson, 2014) y engendrando menos resistencia en el alumno(Hughes & Lacy, 2016).…”
La escasez de estudios en donde se vincule la aplicación de gamificación educativa, con sus fundamentos teóricos y/o principios, ha llevado al fracaso de la gamificación en contextos educativos. En el presente artículo de reflexión se busca contribuir a solventar esta falencia conectando la aplicación de la gamificación educativa realizada en el programa de Contaduría Pública a Distancia de la Universidad Militar Nueva Granada (Colombia), con los fundamentos teóricos del tema. Para lo cual, se abordan las diferencias existentes entre la gamificación y elaprendizaje basado en juegos, seguidamente se examina el concepto, los objetivos, los aportes y los elementos de la gamificación, posteriormente se identifican los aspectos clave para una implementación exitosa en el contexto educativo. Finalmente, se explica el proceso de gamificación implementado, desde la planeación docente hasta el análisis de las opiniones de los estudiantes. Para ello, se utilizó una metodología exploratoria soportada en análisis documental y aplicación de encuestas a estudiantes. Como resultado de la aplicación realizada se verificó que la gamificación educativa promueve la autonomía, la motivación, el compromiso y la interacción social en los estudiantes, permitiendo a su vez la progresión y el dominio de los temas abordados en cada reto propuesto.
“…Un estudio de Hughes sobre la gamificación y las bibliotecas señala que los usuarios de la biblioteca que han realizado actividades gamificadas, hacen mayor uso de sus servicios e instalaciones que aquellos usuarios que la usan porque "tienen que venir" (Hughes & Lacy, 2016).…”
Section: Algunos Estudios De La Gamificación Y La Educaciónunclassified
El presente documento presenta un análisis de la situación actual de la educación a distancia en México y la posibilidad de introducir a la gamificación como una estrategia para el aprendizaje en la educación superior. Se conceptualiza el término de la gamificación, identificando su historia, características y elementos, así como su relación con la educación. Se analiza qué son los ambientes virtuales de aprendizaje y cómo la gamificación permite potenciarlos. También se hace una mirada a los riesgos que implican el desarrollo de este tipo de estrategias. El análisis de estos elementos se hace con base en estudios realizados en los últimos años alrededor del mundo y se formulan opiniones que permiten considerar cuáles son las posibilidades y potencialidades de la gamificación para la educación a distancia en México.
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