Alsawaier, R. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56-79.
This article provides a clear definition of gamification as the application of game features and video game elements into non-game context for the purpose of promoting motivation and engagement in learning, (Alsawaier, 2018). This critical analysis uncovers clear gaps between theory and practice in the study of gamification and points to the limited literature on the implementation guidelines for gamified designs. As part of a three-paper series, the author is proposing a methodology in the study of gamification and an empirical study on three college courses.
Important clarifications exist including the fact that gamification is not just making a game which imparts a lesson. It is applying game thinking to how we impart that lesson and continuing to develop it based on the feedback from the players. Gamification is not when learning is changed into a computer game but rather when adding a design layer of game elements to enhance learning, increase engagement and encourage positive behavior. Other clarifications presented are the differences between digital game-based learning and serious games. While GBL is intended solely for education and relies on a learning game that has a beginning and an end, serious games (SGs) describe games intended to train in education, industry, training and stimulation. Their purpose is not necessarily to entertain but to educate.
I chose this article to support my dissertation because it lays a good foundation for previous research as a critical analysis. They also offer ideas for theoretical connections to gamification which will be important for my dissertation. These include self-determination theory, new literacy studies theory, and behaviorism. These provide me a good starting point to begin to consider the limitlessness but also the limits of gamification. Lastly, they offer good insight into the importance of emotions, fun, and play in gamification as well as player types and specific features that make gamification work in education. Each of the areas presented in the paper have piqued my interest and given me a good starting point for further research.
Additional Articles:
Kapp, K. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. John Wiley & Sons.
Lee, J., & Hammer, J. (2011). Gamification in education: what, how, why bother? Academic Exchange Quarterly, 15(2), 1-5.
Ryan, R., & Deci, E. (2000). Self-determination theory and the faciliation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 56-68.
Su, C., & C., C. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.
Comments