Means of gamification of learning during martial law

The aim of the research was to investigate the impact of gamification on learning during martial law. An analysis of learning results and academic motivation of students who studied using gamification elements and the traditional "lecture-seminar" model was carried out. Academic motivation was assessed using the standard AMS-C questionnaire. It was found that the gamification of education contributed to the increase in the number of students who obtained Level B and reduction in the number of students who had Levels E and D. The use of gamification in general contributed to the strengthening of the motivation for learning, achievement and self-development. Feedback from students revealed that not all students liked the lack of correct action algorithms and the use of leader boards. It was established that the use of gamification during martial law contributed to an increase in the number of positive scores for the test exam and an enhanced intrinsic motivation. Learning motivation decreased among students who were trained with the use of gamification. Students’ external motivation did not change under the influence of gamification of learning

Gamification Learning for iPad Engagement in Middle School

The purpose of this action research was to determine if gamification learning would increase iPad engagement. This research was done in a 7th grade urban middle school over nine weeks in the fall of the school year. A regular 7th grade class of 18 students and an accelerated 7th grade class of 34 students participated in the study. Informed data was collected from pre and post survey, checklists, observations, student journals and gamification platform on Classcraft. The literature review examined the how motivated and self-regulated learner skills contribute to their academic success and how these skills can be used when introduced with a 1:1 device such as an iPad. The literature review also examined how to build engagement by having the use of iPads and gamification of learning in the traditional classroom setting. Results were positive on the impact of gamification in increasing iPad engagement. This research implies that gamified learning or gamification does have an impact on increasing engagement and self-regulated learners have an increased engagement of using their iPads compared to non-self-regulated learners

Game-Based learning and gamification – case study "covering all the information the partnership gained from the project"

Game-based learning and Gamification are innovative pedagogical approaches used for educational purposes, but which require a strategic procedure both in terms of curriculum planning and in terms of the resources used. The aim of the article is to highlight the perceptions of adult education trainers about game-based learning and gamification at European level. The study was carried out by experts from four countries and highlighted the need to develop results available for other trainers who want to learn more about innovative pedagogical scenarios based on game and Gamification. As a result of the needs analysis, the intellectual outputs of the project were developed, which are also presented in this article.The research leading to these results has received co-funding from the European Community's ERASMUS+ PROGRAMME under grant agreement no. 2018-1-TR01-KA204-059315 «Gaming in Action - engaging adult learners with games and gamification». This work is funded by CIEd - Centro de Investigação em Educação, Instituto de Educação, Universidade do Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds from FCT/MCTES-PT

Using Gameplay Patterns to Gamify Learning Experiences

Gamification refers to the use of gaming elements to enhance user experience and engagement in non-gaming systems. In this paper we report the design and implementation of two higher education courses in which ludic elements were used to enhance the quality of the learning experience. A game can be regarded as a system of organised gameplay activities, and a course can be regarded as a system of organised learning activities. Leveraging this analogy, analysing games can provide valuable insights to organise learning activities within a learning experience. We examined a sample of successful commercial games to identify patterns of organisation of gameplay activities that could be applied to a course design. Five patterns were identified: quest structure, strategic open-endedness, non-linear progression, orientation, and challenge-based reward. These patterns were then used to define the instructional design of the courses. As a result, courses were organised as systems of quests that could be tackled through different strategies and in a non-linear way. Students received frequent feedback and were rewarded according to the challenges chosen, based on mechanics common in quest-based games. The courses involved two lecturers and 70 students. Learning journals were used throughout the term to collect data regarding student perceptions on the clarity and usefulness of the gamified approach, level of motivation and engagement in the courses, and relevance of the activities proposed. Results show that students felt challenged by the activities proposed and motivated to complete them, despite considering most activities as difficult. Students adopted different cognitive and behavioural strategies to cope with the courses’ demands. They had to define their own team project, defining the objectives, managing their times and coordinating task completion. The regular and frequent provision of feedback was highly appreciated. A sense of mastery was promoted and final achievement was positively impacted by the gamified strategy

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

A study of gamification effectiveness

Studies have shown that gamification increases motivation and user experience when it comes to a certain behavior or completing a process. Gamification is often deeply associated with naïve animations and stylized text. This paper addresses the effect that visual representation has on the motivation of a subject by measuring their motivation after completing a mundane process, with entertaining gamification elements as well as gamification elements presented in plain text. For the purposes of this study a within subject design was used to gather data. Participants completed a mundane task three times, once without any gamification elements, once with pragmatic feedback and once with entertaining feedback. After completion the participants filled out the same Likert scale survey. The results were evaluated using the Wilcoxon Signed-Ranks test method, indicated that there was not a significant difference in user motivation between the visually stylized and plain text feedback. If conducted on a larger scale, this discovery could lead to a reduction time and cost for gamification development

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

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group—traditional; experimental groups—escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology