4 research outputs found
Gamification Support for Learning in Spatial Computing Environments
With the rise of mixed reality hardware and software, new opportunities in formal higher education arise, e.g. in anatomy, as the United States of Americage of 3D structures instead of 2D images or anatomical models supports a better understanding and enhances the learning process. But even with access to virtual 3D models, motivation is a key element for successful learning and for progressing over a longer period of time. Mixed reality spaces offer new opportunities for combining a 3D stereoscopic depth perception of anatomic models together with gamification and interactive learning. Virtual 3D models can be enhanced with additional information which can name and explain separate elements. Therefore, we developed GaMR, a gamified framework for learning in mixed reality, where 3D models can be experienced on the Microsoft HoloLens and the HTC Vive. Quiz creation is supported by placing annotations on the model. Progress is rewarded by badges. The gamification strategy guides the student and gives feedback about the learning progress. This open source gamification framework for mixed reality was evaluated with students and doctors from a medical university. It showed that it can be employed in many academic and industrial use cases
Efeitos negativos e limitações da gamificação no período entre 2005 e 2020: uma revisão sistemática da literatura
A gamificação tem sido definida como a aplicação de elementos de jogo a contextos que
não são de jogo (Deterding et al, 2011), de forma a promover comportamentos nos
indivíduos (Hamari & Koivisto, 2015). A investigação acerca da gamificação tem sido
desenvolvida numa perspetiva de procura de benefícios em áreas como o marketing, a
gestão e a educação (Rodrigues, Oliveira & Rodrigues, 2019). Porém, constata-se uma
lacuna na literatura relativamente a uma investigação que contemple o lado negativo da
gamificação e as suas potenciais limitações. O objetivo geral deste estudo consistiu em
compreender os efeitos negativos e limitações da implementação da gamificação ou de
elementos de jogo mencionados na literatura científica de diversas áreas. Para tal,
elaborou-se uma revisão sistemática da literatura cobrindo 86 textos científicos
publicados entre 2005 e 2020 em revistas científicas de ranking maior ou igual a Q2.
Utilizou-se o Leximancer para extrair os principais temas e conceitos abordados.
Constatou-se que os temas “gamification”, “aprendizagem”, “desempenho”,
“comportamento” e “marca” foram os mais explorados pelos investigadores no período
analisado. Os conceitos “marca”, “efeitos”, “contexto” e “comportamento” são aqueles
que mais se relacionam com o conceito “negativo”, que se associa também com os
conceitos “controlo” e “desempenho”. Detetou-se que a gamificação tem, sim, um lado
negativo, que está dependente do contexto e que se manifesta principalmente no âmbito
de situações de aprendizagem. A base teórica construída neste estudo permitirá a
investigação sobre os fatores contextuais que limitam a eficácia da aplicação da
gamificação em situação de aprendizagem.Gamification has been defined as the usage of game elements in non-game contexts
(Deterding et al, 2011), to promote certain behaviours in individuals (Hamari & Koivisto,
2015). Since it is a recent, gamification has been research from a benefit search point of
view in areas like marketing, management and education concept (Rodrigues, Oliveira &
Rodrigues, 2019). However, there is a lack of transversal studies about the negative side
of gamification and its potential limitations. The main purpose of this study was to
understand the negative effects and limitations of the implementation of gamification or
gamified elements, mentioned throughout scientific literature of several areas. We have
thus performed a systematic review of literature covering 84 scientific texts published
between 2005 and 2020 in scientific journals of Q2 or higher. We then used Leximancer
to extract the main themes and concepts considered. We concluded that “gamification”,
“learning”, “performance”, “behaviour” and “brand were the main themes underlying the
investigation conducted in the analysed period. Moreover, “brand”, “effects”, “context”
and “behaviour” are the closest concepts to “negative”, which is also associated with
“control” and “performance”. We confirmed gamification does have a negative side,
which depends on the context and is mainly present in learning situations. The theoretical
basis brought by our study allows for future investigation on the context factors that
hinder the efficacy of gamification in learning situations
Gamification Support for Learning in Spatial Computing Environments
With the rise of mixed reality hardware and software, new opportunities in formal higher education arise, e.g. in anatomy, as the United States of Americage of 3D structures instead of 2D images or anatomical models supports a better understanding and enhances the learning process. But even with access to virtual 3D models, motivation is a key element for successful learning and for progressing over a longer period of time. Mixed reality spaces offer new opportunities for combining a 3D stereoscopic depth perception of anatomic models together with gamification and interactive learning. Virtual 3D models can be enhanced with additional information which can name and explain separate elements. Therefore, we developed GaMR, a gamified framework for learning in mixed reality, where 3D models can be experienced on the Microsoft HoloLens and the HTC Vive. Quiz creation is supported by placing annotations on the model. Progress is rewarded by badges. The gamification strategy guides the student and gives feedback about the learning progress. This open source gamification framework for mixed reality was evaluated with students and doctors from a medical university. It showed that it can be employed in many academic and industrial use cases