Gamification. Haven’t we overplayed?

The use of educational technology has been improving in schools since the turn of the century. The current educational curriculum has been revamped to incorporate information, communications and technology (ICT). The immersion has either been a stand-alone subject or infused into elements of other subjects, most prominently in Science, Technology, Engineering and Mathematics (STEM). In some educational technology research, it has shown that infusion of technology has shown contrasting results when it came to teaching and learning. Although, there have also been studies that shown improvement in motivation of the students in this technology laced classrooms, yet it did not lead to a better cognitive understanding. Furthermore with the problems such as difficulty in accessing to technology, teacher misconception about technology usage in classroom, student disengagement towards learning in classroom, we could not see the full extent of the educational technology capability. And so this spawns for the introduction of games as an educational tool; as it is related with enjoyment and is far off from its relation to work. With the infusion of technology, it has produced off shoots such as game based learning, serious games and more recently gamification. As gamification refers to the inclusion of "gamefulness" to existing systems as opposed to creating an entirely new game; thus paves the way for easier implementation as an educational tool. Therefore this paper will discuss about the role of gamification as an educational technology tool in engaging and motivating students; based on analyses review of several literatures.

Inform : Jurnal Ilmiah Bidang Teknologi Informasi dan Komunikasi, 2021

Gamification has been widely adopted in many areas, including in the educational context. The students need to be motivated in following the learning process because everyone feels happy to learn if there is no coercion. By presenting something fun and enjoyable, students are expected to be more involved in the learning process, which will achieve better learning outcomes. Gamification is very reliable in bringing fun and pleasure to the learning process for the students. We analyze three items from the previous study; the intention and what the goals are expected, how to design, and the result of gamification in the education context. We found the intentions of gamification adoption in an educational context. They are to increase students' motivation to learn and present an alternative learning method that is more fun and enjoyable. And for the success of this gamification program, a game application can be developed using existing sophisticated technology and by presenting a r...

Test Engineering and Management, 2020

Gamification is a genre of social interaction that concerns those in fields like academia, as well as professionals of business, education, and information technology. However, as a term, it remains hindered as of varied uses and meanings, it has been divided according to its educational usability. It has been dealt with in terms of merits and demerits to validate its usefulness by offering the proof to encourage those specialized in education as well as entertainment. In this paper, a general overview of gamification and in education respectively (i.e. learning and teaching) with a glimpse from empirical studies. Followed by an examining of its contributions for a better improvement in the educational process in general. This articles gives a general description overview on the use of gamification in understanding its applicable usefulness in the field of education due to its feature of edutainment. It outlines gamification in both theory and action, with an emphasis on empirical side in relation with context and purpose and context. Furthermore, it shows that gamification as a conceptualized concept is emerging in the field of education to meet the expected outcomes. A discussion on the probability of the way gamification to be more useful as a subdivision to improve the systems of interaction of user experience by using gamified design. The paper concludes with suggestions of nonstop investigations of gamified applications and its effectiveness.

2014

Today's learners are digital natives. They grew up with digital technologies. Teachers have to solve important issues related to the adaptation of the learning process towards students who have different learning styles and new requirements for teaching and learning. Gamification is one of the educational approaches and techniques that increase motivation and engagement of learners. The aim of the current work is to study and present the nature and benefits of gamification and to provide some ideas how to implement it in education.

2021

Gamification is a very important topic, especially in light of the field of scientific openness. It refers to the use of game mechanics and game elements in a non-game context. Recently it has taken a significant amount of attention and has been applied in a wide range of fields in order to motivate and engage people in performing certain activities and solving different problems. Our position in this paper is that gamification in education is an approach for encouraging learners' motivation and engagement by incorporating game design principles in the learning environment, which facilitates students' learning.

2014

Huge development of information and communication technologies in last 20 years has significantly influenced even the field of education. As a result, many new methods and forms of education have appeared. They utilize modern technologies in order to make educational processes more efficient. One of the most important changes may be the usage of e-learning which has-especially in the concept of guided self-studying-a positive effect. One of the latest trends in the education which applies information and communication technologies is the integration of elements of gamification and game-based learning. These approaches lie in application of elements of computer games, especially increased motivation, activation, joy of playing, problem solving, etc. They find their use mostly as extension of e-learning (study support). It is possible to find identical aspects also in the area outside the e-learning or the internet generally-in the field of the experiential education. The implementation of gamification and game-based learning into e-learning education is time and competency-demanding activity. Its main goal is to reach given educational objectives which may be supported from the structure point of view i.e. without direct influence on the contents of the education (gamification); or from the content point of view (game-based learning). The highest level is the synthesis of both mentioned approaches which leads to creation of comprehensive educational material. This paper deals with the aspects of gamification and game-based learning and with the exploitation of their potential in formal education as tools which make achieving of given goal more efficient. The paper also includes a model of a design of educational material (study support which uses gamification or game-based learning), both from the material structure and the material content point of view.

The Students of modern era are so much engulfed into technology that they spend most of their time in games and the conventional methods of teaching fails to engage the students. Hence, Gamified knowledge transfer is necessary to create an interest among students, so as to make the conventional modes of teaching effective. This paper will discuss the concept of gamification and how it impacts learning, engagement, interest among students in higher education with the help of previous research made and try to provide suggestions on how to make use of gamification as a tool to impact learning among students in higher education

2018

Gamification, the use of game elements in non-gaming context has transcended beyond the reach of virtual classroom, into the real world. The existence of elements such as badges and leaderboard in classroom activities as well as its similarities seen in social networks and virtual learning environments; has exposed gamification to a wider audience in the past few years. Although its initial intention was to attract more usage and participation, the acceptance factors has varied based on the needs of users. The users’ needs can be measured based on their game personality traits; that changes based on the challenges put forth to them. Beyond that, the existence and familiarity towards using technology also plays a key part in promoting gamification in learning. Furthermore, the perception of people towards gamification and its use in education needs to be considered thoroughly to ensure a sustainable learning process that expands beyond the school environment into the homes of the stu...