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Gamification in education
Gamification in education
Gamification in education
Gamification in education
Gamification in education
Gamification in education
Gamification in education
Gamification in education
Gamification in education
Gamification in education
Gamification in education
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Gamification in education

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  • 1. Towards a framework for applying Gamification in Education Konstantina Tzouvara konstantina.tzouvara@st.ouc.ac.cy, Dr. Panagiotis Zaharias panagiotis.zacharias@ouc.ac.cy Presented at 7th International Conference in Open and Distance Learning - ICODL 2013
  • 2. Gamification • Gamification is the use of game design elements and game mechanics in non-game contexts. • Mechanics such as assigning points to activities, advancing through levels, using badges as status-markers, integrating surprise and delight etc. • Why? – to increase motivation, engagement, effectiveness, loyalty • … the ultimate goal is to change people’s behaviour for the better.
  • 3. Playful design to affect behavior • Examples: • The funtheory.com http://www.thefuntheory.com/ The piano stairs http://www.youtube.com/watch?v=2lXh2n0aPyw
  • 4. Gamification in education • An old idea… with poor implementation so far • Several game-like elements have long been used in education. – For example, students are graded on their work and on their progress. – The grades are in fact something similar to badges or points earned in games. – If students perform well, they “level up” at the end of every academic year.
  • 5. Gamification in education • However traditional educational process fails to engage students – Students would not describe classroom-based activities as playful experiences. • We need to understand what makes computer games so appealing to players and how those aspects could be applied in education to improve student motivation and engagement
  • 6. Education problems and gamification affordances Cognitive domain: main aim is to give learners clear, actionable tasks and immediate rewards instead of vague longterm benefits Emotional domain: a major limitation of the typical educational systems concerns the management of negative experiences Social domain: it is important for learners to identify themselves as scholars
  • 7. Cognitive domain Problems in cognitive domain Gamification affordances Usually learners are told what to do without Games deliver concrete challenges which are understanding the larger benefits of their tailored to the player’s skill level, increasing the difficulty as the player’s skill expands work Usually most of the students are not aware In games there are some series of short-term of their progress until they take a test or tasks which players repeatedly try to complete in a trial and error process until examination the necessary skill level is acquired. It is difficult for the students to follow their Games provide multiple and customizable routes to success, customized learning paths Allow players to choose their own sub-goals within the larger task following non-linear sequences and Provide a certain degree of freedom to choose which task to accomplish depending on personal preferences
  • 8. Emotional domain • Gamification provide the means for the redefinition of failure as a necessary and valuable part of the learning process. Problems in emotional domain Hard for the learners to overcome experiences such as failures and low performance Gamification affordances Games are built so as to help players persist through negative emotional experiences and even transform them into positive ones In education the stakes of failure are Games succeed by making feedback cycles rapid and keeping the stakes low high and the feedback cycles long
  • 9. Social domain • It is important for learners to: – provide social credibility and recognition to each other for academic achievements. – try on new identities and roles. Problems in social domain Gamification affordances Games provide mechanisms for social In current educational environments formations, guilds etc. recognition can be mostly provided by the teachers/instructors and learners’ Recognition and social feedback is roles are quite limited provided by peers
  • 10. Gamification in e-learning • A work-in-progress study with two main pillars: Conceptual framework Design of gamification practices higher education settings A set of gamified learning activities blended learning courses Interfaces as a gamification layer on existing learning management systems
  • 11. Thank you ! panagiotis.zacharias@ouc.ac.cy

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