Towards tangible gamified co-design at school

Abstract

Co-design is an ideal approach to design with users. It allows designers to create products, such as games, with their intended users and in their natural environment, e.g., children and their teachers in their school. Nowadays school contexts, however, pose their own requirements to co-design, which can affect its success. For instance, school contexts tend to be associated to boring rote by learners, who are used to interactive digital games. Gamification can then help in creating a positive engaging experience for school classes that co-design, as games do. This paper takes up such a view: it gamifies co-design contexts in order to positively engage school classes. To this end it presents two studies with gamified co-design in primary schools: heterogeneous teams codesigned prototypes by resolving missions as in a game, in the first short-term study; they did it in an even more gamified context, in the second long-term study. Results of both studies are encouraging for the approach. The paper also advances basic guidelines for tangibly gamifying co-design at school, grounded in the studies and literature.

Bibliometría aplicada a la gamificación como estrategia digital de aprendizaje

“…Asimismo, se registran seis autores en total, que corresponden a los medianos productores anteriormente mencionados, tres de ellos son autores de tres documentos (Dodero, Halloluwa & Vyas) y los otros tres son responsables de cuatro artículos (Hewagamage, Torello & Usoof). Por último, los dos grandes productores (Melonio & Gennari) firman conjuntamente en seis de los siete documentos (Di Mascio, Gennari, Melonio & Torello, 2015;Di Mascio, Gennari, Melonio & Vittorini, 2013;Dodero, Gennari, Melonio & Torello, 2015;Dodero, Gennari, Melonio & Torello, 2014;; lo que se ilustra en la figura que sigue. Queda exponer que un 7% de los documentos se corresponden a textos que aparecen en libros de actas y la autoría queda contemplada como: varios autores, por lo que este porcentaje debería sumarse al de los escritos en colaboración, que representan el 92% de las publicaciones.…”

Gamified children universities

“…The passive observer took unstructured notes of children's (1) behavioral and (2) emotional engagement with gamification material in line with [4], e.g., progression map. At the end of the mission, teachers' feedback was sought with interviews and so was class feedback.…”

Using Gamification to Motivate Students with Dyslexia

“…the Khan Academy 2 ) empirical data supporting the educational benefits of gamification in terms of increasing student motivation or linking this motivation to learning outcomes is still in its early stages [1]. While some extant research does examine gamification targeted at primary school student users [4,16,19], its focus has not been on motivation. At the same time, empirical work that examines gamification and motivation (such as [1,9,14,17,26,30]) tends to focus on University students, and reports mixed evidence of its success on this user group [43].…”