Digital Games and Gamification in Learning

Digital Games and Gamification in Education, 2023

Digital Games and Gamification in Education Editors Dr. Nurullah Taş, Dr. Yusuf İslam Bolat In the "Digital Games and Gamification in Education" pages, readers embark on a captivating journey through a landscape where traditional education converges with the engaging world of digital games and gamification. This comprehensive volume is designed to provide a rich and multifaceted exploration of this transformative trend reshaping our educational systems' very fabric. As readers journey through the chapters of "Digital Games and Gamification in Education," they are invited to explore the dynamic fusion of play and education that holds the potential to revolutionize the future of learning. This book is an essential guide for educators, scholars, and enthusiasts, offering insights, strategies, and practical examples that illuminate the path to a more engaging and practical educational experience. Citation Taş, N. & Bolat, Y. İ. (Eds.). (2023). Digital Games and Gamification in Education. ISTES Organization.

Computers, 2022

Video games have become one of the predominant forms of entertainment in our society, but they have also impacted many other of its social and cultural aspects [...]

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications, 2021

Virtual games represent one of the most important contemporary possibilities to enhance learning processes in educational environments. There is ample evidence of their applications in teaching cultural aspects, citizenship, science, and the development of critical thinking, among many others. However, despite the scientific support, many questions arise about the effectiveness of gamification in education. Most studies and reviews of empirical studies on gamification indicate that they generally have a positive effect on motivation, concentration, and other cognitive aspects, as well as on interaction and prosocial behavior. However, there are gaps in terms of purposes and outcomes between gamification and the application of serious games. This is a review aimed at elucidating these differences, to argue for the reinvention of educational processes.

Journal of graduate medical education, 2014

Leaderonomics, 2018

British Journal of Educational Studies, 2019

Journal on Educational Technology, 2019

This special issue aims to increase the body of knowledge and evidence concerning the learning potential of video games and gamification, as well as the problems associated with educational uses of games (Persico, Passarelli, Dagnino, Manganello, Earp, & Pozzi, 2019). The selection of papers presented here has been informed by this overarching aim. At the same time, we hope that educators planning to employ games in their classes will find that they provide inspiring examples of educational uses of games. Since designing appropriate and pedagogically sound game-based learning interventions is a difficult endeavour, we do hope that the following articles will contribute to dissipate the fog that often envelops design principles for Game-Based Learning.

International Journal of Humanities and Social Science Research, 2024

The term "gamification" in education refers to the introduction of features of games into the classroom with the goal of increasing student interest and engagement without the need for actual games whereas game-based learning employs actual games as the primary medium for teaching. These are not just games with educational content sprinkled in, but rather, they are designed from the ground up with educational objectives in mind. The studies revealed various advantages of using gamified learning in learners, including increased motivation, engagement, and academic accomplishment. The integration of gamification and game-based learning into the educational system has shown promising results worldwide, and the education sector stands to gain significantly from these innovative approaches.

2013

This research paper was reviewed using a double blind peer review process that meets DIISR requirements. Two reviewers were appointed on the basis of their independence and they reviewed the full paper devoid of the authors' names and institutions in order to ensure objectivity and anonymity. Papers were reviewed according to specified criteria, including relevance to the conference theme and sub-themes, originality, quality and presentation. Following review and acceptance, this full paper was presented at the international conference.

This paper presents a discussion that serves to lay emphasis upon educational values of games and gamification by stressing on positive impacts on a large scale. Throughout the discussion factors that dwindle extensive positive contribution of games and gamification unfold. I further place the two pedagogical approaches upon learning theories which amongst others include; self-regulation, self-efficacy, flow theory and situated learning theory. Ultimately, shall be recommendations on how to strengthen the positive value of these strategies.