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

Research Commentary: Setting a Definition, Context, and Theory-Based Research Agenda for the Gamification of Non-Gaming Applications

As a nascent area of study, gamification has attracted the interest of researchers in several fields, but such researchers have scarcely focused on creating a theoretical foundation for gamification research. Gamification involves using game-like features in non-game contexts to motivate users and improve performance outcomes. As a boundary-spanning subject by nature, gamification has drawn the interest of scholars from diverse communities, such as information systems, education, marketing, computer science, and business administration. To establish a theoretical foundation, we need to clearly define and explain gamification in comparison with similar concepts and areas of research. Likewise, we need to define the scope of the domain and develop a research agenda that explicitly considers theory’s important role. In this review paper, we set forth the pre-theoretical structures necessary for theory building in this area. Accordingly, we engaged an interdisciplinary group of discussants to evaluate and select the most relevant theories for gamification. Moreover, we developed exemplary research questions to help create a research agenda for gamification. We conclude that using a multi-theoretical perspective in creating a research agenda should help and encourage IS researchers to take a lead role in this promising and emerging area

Enhancing student learning experience with technology-mediated gamification: An empirical study

We evaluated the use of gamification to facilitate a student- centered learning environment within an undergraduate Year 2 Personal and Professional Development (PPD) course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material. The implementation of the gamified course lasted two academic terms. The subsequent evaluation from a cohort of 136 students indicated that student performance was significantly higher among those who participated in the gamified system than in those who engaged with the nongamified, traditional delivery, while behavioral engagement in online learning activities was positively related to course performance, after controlling for gender, attendance, and Year 1 PPD performance. Two interesting phenomena appeared when we examined the influence of student background: female students participated significantly more in online learning activities than male students, and students with jobs engaged significantly more in online learning activities than students without jobs. The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students' learning, or for a broader base of professionals who wish to engage a population of potential users, such as managers engaging employees or marketers engaging customers

Gamified Workshops as Drivers for Attitudinal and Behavioral Shifts toward Sustainable Business Practices: The Role of Enjoyment, Curiosity and External Regulation

Gamification has recently gained a great deal of attention in various research communities. The application of game elements in non-game contexts has shown a lot of potential and the expectations of researchers and businesses are high. However, few studies exist that empirically test the effectiveness of gamification applications in business settings. To fill this gap, we present results from workshops that promoted environmentally friendly business practices. 261 individuals participated in a study in which various gamification elements were applied. Our findings illustrate that enjoyment and curiosity, both of which are strongly fostered by gamification elements, exert a significant influence on individuals’ attitudes and subsequently their behavioral intentions to adopt sustainable business practices. In contrast, the impact of external regulation turned out to be insignificant. The findings highlight the important role of enjoyment and curiosity for a sustainable change and bear important implications for academics and practitioners

Enhancing student learning experience with technology-mediated gamification: An empirical study

We evaluated the use of gamification to facilitate a student- centered learning environment within an undergraduate Year 2 Personal and Professional Development (PPD) course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material. The implementation of the gamified course lasted two academic terms. The subsequent evaluation from a cohort of 136 students indicated that student performance was significantly higher among those who participated in the gamified system than in those who engaged with the nongamified, traditional delivery, while behavioral engagement in online learning activities was positively related to course performance, after controlling for gender, attendance, and Year 1 PPD performance. Two interesting phenomena appeared when we examined the influence of student background: female students participated significantly more in online learning activities than male students, and students with jobs engaged significantly more in online learning activities than students without jobs. The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students' learning, or for a broader base of professionals who wish to engage a population of potential users, such as managers engaging employees or marketers engaging customers

A Research Agenda for the Why, What, and How of Gamification Designs: Outcomes of an ECIS 2019 Panel

This report summarizes a panel session on gamification designs at the 2019 European Conference on Information Systems in Stockholm, Sweden. The panel explored a research agenda for gamification design. The panel considered the “what, why, and how” to analyze state-of-the-art gamification research. We present an adapted definition of gamification as one outcome of the workshop to better describe what gamification is and what it can be used for. We discuss “why” and “how” to employ gamification for different contexts. Researchers and practitioners can use the report’s research questions and insights to gamify information systems, identity outcomes that gamification concepts address, and explore new ways to gamify. Overall, we present new areas for future research and practice by identifying innovative ways to bring existing gamification concepts to a more impactful level