Pros and cons gamification and gaming in classroom

The aim of the current work is to assess the challenges that gamification in education are facing nowadays. Benefits and disadvantages of using gamification in classroom are both discussed to offer a clearer view on the impact of using gamification within learning process. Exploratory study cases are provided to investigate the relation between motivation and engagement of the students and gamification in training. Following this idea, a survey was conducted to assess how students behavior and motivation is affected by introducing a single, specific gamification element during a semester learning process. To stimulate competition among students, a ranking type plugin was introduced within the university learning management system used for extramural education. The results prove that motivation decreases by comparison to the previous semester.Comment: 7 pages, 3 figure

Gamification techniques for raising cyber security awareness

Due to the prevalence of online services in modern society, such as internet banking and social media, it is important for users to have an understanding of basic security measures in order to keep themselves safe online. However, users often do not know how to make their online interactions secure, which demonstrates an educational need in this area. Gamification has grown in popularity in recent years and has been used to teach people about a range of subjects. This paper presents an exploratory study investigating the use of gamification techniques to educate average users about password security, with the aim of raising overall security awareness. To explore the impact of such techniques, a role-playing quiz application (RPG) was developed for the Android platform to educate users about password security. Results gained from the work highlightedthat users enjoyed learning via the use of the password application, and felt they benefitted from the inclusion of gamification techniques. Future work seeks to expand the prototype into a full solution, covering a range of security awareness issues

The Gamification of Work

(Excerpt) In the science fiction novel Ender\u27s Game, a young boy, Andrew Ender Wiggin, believes that he is at military school, learning how to play a computer war simulation game. In reality, Ender has been genetically engineered to excel in military tactics and is the final hope of humanity, which is under attack by the Formics, an alien insect species. For his final examination, Ender must defend the Earth from a series of attacks. He passes the exam by attempting a desperate aggressive maneuver, which utterly wipes out the attacker\u27s home world but which also destroys part of his own fleet. After completing the battle simulation, the young Ender-along with the reader-learns that the simulated final exam was actually a real life battle and that, in fact, many of the warships that Ender ordered to be sacrificed were manned by his own friends from the military academy. Although Earth won the war, Ender sank into a deep depression and only recovered when, in a later sequel, he was able to understand and heal the rift with the surviving Formic, who had attacked the Earth in error. Ender\u27s Game and its element of attack by a hostile alien species are, thankfully, wholly within the realm of science fiction. However, the idea that people could be working while they play a video game-in some instances without even knowing that they are working-is becoming part of our reality. In the language of cyberspace, introducing elements of play and gaming into non-game situations is known as the process of gamification. Gamification is an important element of what in previous writing I have termed virtual work, that is, work taking place at the intersection of the Internet, crowdsourcing arrangements, and virtual worlds. Virtual work is part of a broader transformation of work from assembly lines to knowledge and information. Indeed, in her book From Widgets to Digits, Katherine Van Wezel Stone documents how the manufacturing economy is increasingly giving way to work based on knowledge work. Professor Stone insightfully catalogues these systemic changes. Gamification, like some other forms of virtual work, blurs the line between work and leisure. The gamification of work is a growing trend with important implications for employment law. Analyzing this topic will help us make sensible choices about regulation (or the lack thereof) of these new forms of work

The Gamification of Work

In the language of cyberspace, introducing elements of fun or game-playing into everyday tasks or through simulations is known as the process of “gamification.” The idea that people could be working while they play a video game – in some instances without even knowing that they are working – is becoming part of our reality. Gamification is an important element of what in previous writing I have termed “virtual work,” that is, work that is taking place wholly online, in crowdsourcing arrangements, or in virtual worlds. The gamification of work is an important trend with important implications for employment law. This short “Idea” essay begins to describe and formulate theories for thinking about these new forms of work

The Gamification of Work

In the language of cyberspace, introducing elements of fun or game-playing into everyday tasks or through simulations is known as the process of “gamification.” The idea that people could be working while they play a video game – in some instances without even knowing that they are working – is becoming part of our reality. Gamification is an important element of what in previous writing I have termed “virtual work,” that is, work that is taking place wholly online, in crowdsourcing arrangements, or in virtual worlds. The gamification of work is an important trend with important implications for employment law. This short “Idea” essay begins to describe and formulate theories for thinking about these new forms of work

Gamification in higher education and stem : a systematic review of literature

In recent years, gamification, the use of game elements in non-game contexts, has drawn the attention of educators due to the possibility of making learning more motivating and engaging; this led to an increase of research in the field. Despite the availability of literature reviews about gamification and its effects, no work to this date has focused exclusively on Higher Education (HE). Next, worldwide there is an increasing demand for skilled Science, Technology, Engineering and Mathematics (STEM) professionals that meet the challenges related to scientific and technological innovations of the 21st Century. This lead to the need of strengthening STEM Higher Education. This brings us to the purpose of this work: presenting a systematic literature review of empirical studies about gamification STEM related Higher Education. This review study started from a systematic mapping design of 'Web of Science' articles, with following inclusion criteria: empirical gamification studies set up in HE, published between 2000 and 2016; focusing on undergraduate or graduate students; in the STEM knowledge field, and set up in authentic settings. An initial search resulted in 562 potentially relevant articles. After applying all selection criteria, only 18 studies could be retained. 12 additional articles were included by analyzing references from earlier literature reviews, resulting in 30 studies to be included. Analysis results show how a combination of game elements (e.g. leaderboards, badges, points and other combinations) positively affects students' performance, attendance, goal orientation and attitude towards mostly computer science related subjects. The analysis results also point at a lack of studies in certain STEM areas, a lack of studies that identify the particular game element associated with the positive differential impact on student performance; a lack of validated psychometric measurements, and lack of focus on student variables that could/should be taken into account as mediating/moderating variables clarifying the impact of gamification in the HE focus on STEM learning and teaching

Gamification Analytics: Support for Monitoring and Adapting Gamification Designs

Inspired by the engaging effects in video games, gamification aims at motivating people to show desired behaviors in a variety of contexts. During the last years, gamification influenced the design of many software applications in the consumer as well as enterprise domain. In some cases, even whole businesses, such as Foursquare, owe their success to well-designed gamification mechanisms in their product. Gamification also attracted the interest of academics from fields, such as human-computer interaction, marketing, psychology, and software engineering. Scientific contributions comprise psychological theories and models to better understand the mechanisms behind successful gamification, case studies that measure the psychological and behavioral outcomes of gamification, methodologies for gamification projects, and technical concepts for platforms that support implementing gamification in an efficient manner. Given a new project, gamification experts can leverage the existing body of knowledge to reuse previous, or derive new gamification ideas. However, there is no one size fits all approach for creating engaging gamification designs. Gamification success always depends on a wide variety of factors defined by the characteristics of the audience, the gamified application, and the chosen gamification design. In contrast to researchers, gamification experts in the industry rarely have the necessary skills and resources to assess the success of their gamification design systematically. Therefore, it is essential to provide them with suitable support mechanisms, which help to assess and improve gamification designs continuously. Providing suitable and efficient gamification analytics support is the ultimate goal of this thesis. This work presents a study with gamification experts that identifies relevant requirements in the context of gamification analytics. Given the identified requirements and earlier work in the analytics domain, this thesis then derives a set of gamification analytics-related activities and uses them to extend an existing process model for gamification projects. The resulting model can be used by experts to plan and execute their gamification projects with analytics in mind. Next, this work identifies existing tools and assesses them with regards to their applicability in gamification projects. The results can help experts to make objective technology decisions. However, they also show that most tools have significant gaps towards the identified user requirements. Consequently, a technical concept for a suitable realization of gamification analytics is derived. It describes a loosely coupled analytics service that helps gamification experts to seamlessly collect and analyze gamification-related data while minimizing dependencies to IT experts. The concept is evaluated successfully via the implementation of a prototype and application in two real-world gamification projects. The results show that the presented gamification analytics concept is technically feasible, applicable to actual projects, and also valuable for the systematic monitoring of gamification success

Autonomy in Video Games and Gamification

In the past decade, gamification (using game elements in non-gaming tasks to enhance motivation and engagement) has become a popular concept in many industries, but few studies have explored the principles under which it works. Self-determination theory suggests three psychological needs that gamification fulfills: competence, relatedness, and autonomy. Autonomy, a person\u27s perception that they have the ability to act however they choose, has emerged as an important, yet less-studied aspect in gamification. Inclusion of autonomy in gamification should foster engagement, enjoyment, and better performance. An experiment inspired by the above was carried out in which a sample of college students (N = 57) played a video game called Super Mario Bros. Crossover with either the choice to customize the aesthetics of their character and background (autonomy-supportive) or no choice of aesthetics (non-supportive). It was hypothesized that conditions involving more choice would lead to higher perceived autonomy and performance, and that perceived autonomy would be positively correlated with engagement, enjoyment, and performance. The manipulation resulted in no significant difference in perceived autonomy or performance, and perceived autonomy was only significantly positively correlated with enjoyment. Prior Super Mario Bros. experience was also found to positively correlate with perceived autonomy in the autonomy-supportive condition. The choice of aesthetics does not appear to have been sufficiently strong enough to increase perceived autonomy in this context

Using Gamification to Motivate Students with Dyslexia

The concept of gamification is receiving increasing attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a set of provisional implications for gamification distilling opportunities for future pedagogical uses, gamification design for special education and methodological approaches to how gamification is studied