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Smart Learning Solutions for Combating COVID-19
Published in Mohamed Lahby, Utku Kose, Akash Kumar Bhoi, Explainable Artificial Intelligence for Smart Cities, 2021
Gamification in learning or education means the application of game elements or rules, characteristics in learning concepts, or in educational concepts in order to enhance the mentees learning capability, their retention, engagement, and productivity.39 These techniques also enhance competition, team spirit, learning capabilities, socializing aspirations, achievement desire among the participants. Kahoot is an example of gamification. Mentors, while teaching online create a quiz and share it with the help of a web link and mentees respond to the quiz on a real-time basis. In addition to this, mentors use Arcy learning technique, they share YouTube link, and children after watching the video answer the questions, and get an online certificate on the spot40 and there are other gamification apps as well like Minecraft-Education edition, Math Blaster, Treasure Mountain, Google Read-Along, etc.
Research gamification
Published in Catherine Dawson, A–Z of Digital Research Methods, 2019
Research gamification is a research method that applies the principles of gaming, game mechanics, game features or elements of game design, to a non-game research situation or context. It involves modifying or redesigning existing digital methods (online questionnaires or mobile interviews and diaries, for example) or creating new methods (apps that utilise avatars, for example) to incorporate game mechanics or design elements. The intention is to increase motivation and engagement with research and improve quality and quantity of responses. In market research it is used increasingly by businesses in an attempt to improve marketing and increase profit (these intentions and uses can be seen as problematic: see questions for reflection and key texts, below). Gamification methods can also be used in a non-research context, such as by businesses and organisations to engage employees and increase performance, and in education to motivate and engage students and increase the enjoyment of learning (gamification of learning, gamified learning or game-based learning: Karagiorgas and Niemann, 2017; Landers, 2014; Markopoulos et al., 2015). A related area also covered in this chapter is gamification research, which seeks to assess, evaluate and critique gamification methods (see Kim and Werbach, 2016; Landers et al., 2018; Woodcock and Johnson, 2018 for examples).
The gamification of education
Published in Ataur Rahman, Vojislav Ilic, Blended Learning in Engineering Education, 2018
Much of the gamification of education involves game-based learning where games are used as tools for delivering knowledge and learning content, to enhance the learning experience (Killi, 2005) and to develop skills that then transfer to non-game applications (Tobias et al., 2014). Others have gamified the curriculum by adding social elements or altering the content to make it more game-like. This type of gamification can be referred to as content gamification (Kapp, 2013). Examples of content gamification include learning games, simulations, role-play and case-based learning. The structure of the course can also be made more game-like in what is referred to as structural gamification by adding game mechanics such as points, levels and leaderboards to the learning experience (Kapp, 2013).
Analysing adaptive gamification design principles for online courses
Published in Behaviour & Information Technology, 2022
Sezan Sezgin, Tevfik Volkan Yüzer
Motivation is the basis undergirding gamification (Burke 2014; Kapp 2012; Werbach, 2016). However, a close examination of the theories under the gamification approach reveals some other related terms such as cognitive apprenticeship, social learning, flow theory, autonomy theory, phenomenal memory and operant conditioning as well (Kapp 2012). Besides, there are a few models that describe the principles by which gamification can be used in face to face or online learning environments (Antonaci et al. 2018; Kapp 2012; Werbach, 2016; Zichermann and Cunningham 2011). However, there is no common consensus on the design of gamification (Deterding, 2012; Zichermann and Cunningham 2011; Kapp 2012). One critical issue to consider before designing gamification is the recognition that learners will not have similar expectations or give the same affective responses to the same game-related elements. Also, the content dependent selection and design of ‘the most appropriate game elements in accordance with the problem to be addressed and the desired effect/s’ is another critical issue of gamification of learning (Antonaci, Klemke, and Specht 2019). Therefore, it can be assumed that, like any other adaptive learning attempts in the educational settings, the adaptability of gamification is especially important in online gamification environments to help learners from different groups learn efficiently and permanently. Based on this individualised learning approach, the use of an adaptive gamification principles in online course design and in a well-conceived way can significantly contribute to the solution of problems, such as low learning performance, attendance, motivation, engagement, social presence, etc. that can be experienced in online courses.
A systematic mapping study of gamification models oriented to motivational characteristics
Published in Behaviour & Information Technology, 2019
Leonardo Dalmina, Jorge Luis Victória Barbosa, Henrique Damasceno Vianna
Most of the studies we have analysed focus on Education, commonly referred as ‘Gamification of Learning’. This leads to an important gap in the field, since gamification by itself offers mechanics and elements to be applied on diversified domains, and Education is not the only domain which suffers with lack of motivation by the users.
How to Design Audio-Gamification for Language Learning with Amazon Alexa?—A Long-Term Field Experiment
Published in International Journal of Human–Computer Interaction, 2022
Paula Bräuer, Athanasios Mazarakis
According to the theory of gamified learning, gamification influences learning outcomes by improving relevant attitudes and behaviors (Sailer & Homner, 2020). In addition, gamification is typically used to improve user motivation for a specific task or activity (Hamari et al., 2014; Sailer et al., 2017).