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

Jugando en Dirección de Operaciones

[EN] The current model of competency-based learning requires new tools that allow students to develop these competencies and become active subjects of their learning (rather than passive receivers of a contents). Gamification or ludification is becoming an innovative trend in many areas, also in higher education. Games can provide a useful environment for students to acquire professional skills, a fact that is much more difficult to acquire through traditional learning methods. In that sense, this paper presents the experience of designing a game for Operations Management students.El proyecto en el que se enmarca este trabajo está financiado por la convocatoria deayudas del Programa de Investigación en Docencia Universitaria REDICE-16 (código del proyecto REDICE-16-1621) del Instituto de Ciencias de la Educación (Sección de Investigación) de la Universitat de Barcelona.Guitart-Tarrés, L.; Núñez-Carballosa, A.; Jaría Chacón, N.; Achcaoucaou, F.; Cruz-Cázares, C.; Miravitlles, P.; Huertas García, R. (2017). Playing in Operations Management. Working Papers on Operations Management. 8(SP):81-85. https://doi.org/10.4995/wpom.v8i0.7171SWORD81858SPAgogué, M., Levillain, K., & Hooge, S. (2015). Gamification of Creativity: Exploring the Usefulness of Serious Games for Ideation. Creativity and Innovation Management, 24(3), 415-429. doi:10.1111/caim.12138Berry, W. L., Schmitt CPIM, T. G., & Vollmann, T. E. (1982). Capacity planning techniques for manufacturing control systems: Information requirements and operational features. Journal of Operations Management, 3(1), 13-25. doi:10.1016/0272-6963(82)90018-3Cooper, R., Edgett, S., & Kleinschmidt, E. (2001). Portfolio management for new product development: results of an industry practices study. R&D Management, 31(4), 361-380. doi:10.1111/1467-9310.00225Honey, P.; Mumford, A. (1986). Using your learning styles. Maidenhead, UK: Peter Honey.Honey, P.; Mumford, A. (1992). The manual of learning styles. Maidenhead, UK: Peter Honey.Johnson, L.; Adams Becker, S.; Estrada, V. and Freeman, A. (2015). "NMC Horizon Report: 2015 Higher Education Edition". Austin, Texas: The New Media Consortium. Disponible a: http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf.Joshi, M. P., Kathuria, R., & Porth, S. J. (2003). Alignment of strategic priorities and performance: an integration of operations and strategic management perspectives. Journal of Operations Management, 21(3), 353-369. doi:10.1016/s0272-6963(03)00003-2Price, M., O’Donovan, B., & Rust, C. (2007). Putting a social‐constructivist assessment process model into practice: building the feedback loop into the assessment process through peer review. Innovations in Education and Teaching International, 44(2), 143-152. doi:10.1080/14703290701241059Procopie, R.; Bumbac, R.; Giușcă, S.; Vasilcovschi, A. (2015). The Game of Innovation . Is Gamification a New Trendsetter ? THE GAME OF INNOVATION . IS GAMIFICATION A NEW TREND-SETTER? pp. 1142–1155.Roth, S., Schneckenberg, D., & Tsai, C.-W. (2015). The Ludic Drive as Innovation Driver: Introduction to the Gamification of Innovation. Creativity and Innovation Management, 24(2), 300-306. doi:10.1111/caim.12124Rothwell, R. (1994). Towards the Fifth‐generation Innovation Process. International Marketing Review, 11(1), 7-31. doi:10.1108/02651339410057491Yalabik, B., Howard, M., & Roden, S. (2012). The innovation game: lessons in strategy and managing operations. International Journal of Operations & Production Management, 32(12), 1441-1459. doi:10.1108/0144357121128418

Motivation of learning: An assessment of the practicality and effectiveness of gamification within a tertiary education system in Malaysia.

In light of the many criticisms about the Malaysian education system unable to stimulate intrinsic academic motivation among students, this research paper aims to address this issue by assessing the practicality and effectiveness of implementing gamification within education as a viable solution. To do so, the variable factors that determine the effectiveness of gamification need to be identified. Through extensive journal research, the two main factors were identified as past gaming experience (PGE) influenced by intrinsic gaming motivation and personality/learning styles. Through a total of 186 surveys collected, it is found that university students’ perceived effectiveness of gamification is largely independent of past gaming experience and personality/learning styles, except for reducing academic amotivation and stimulating intrinsic motivation. Despite unable to find a suitable model to explain the factors of an effective gamified education, this paper has met its objectives by confirming the fact that gamification does in fact help to tackle the academic motivational problem Malaysia’s education system is currently facing. Furthermore, backed with a mild positive general response from students, it shows that gamification, being independent of past gaming experience and personality/learning style is practical and effective among all students when applied in Malaysia

The Effect of the Kahoot Quiz on the Student's Results in the Exam

Students taking low-stake quizzes in a gamified environment shows improvement on their studies, thus has the potential to be an effective part in an improved learning experience. Previous researches show that implementing gamification into the educational system has positive outcome on the student's engagement, motivation and the overall experience of learning. In this study is a field experiment, where quizzes were created with the Kahoot application, to bring action and visual triggers into the classroom. The aim of this paper to measure the long-term learning effect of the Kahoot quiz in the exams. Several of the quiz questions during the class were purposefully blended into the exam's question bank as a multiple choice or a true or false question. In this research 200 bachelor students participated in a 14-week long elective course. The data was collected weekly from the Kahoot quizzes and from the two mandatory exams. All the results from the Kahoot quiz and the exams provided the base of the analysis. Furthermore, the exam results were analyzed based on number of Kahoot quizzes they took part, a comparison of the results of each question based. The results show that students who took part in more Kahoot quizzes tend to reach higher exam mark. Moreover, they marked more correct answers and less incorrect ones. As a conclusion, using some level of game-based learning has a positive effect on the student's results and perception of learning

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 Review on Gamification in e-learning: Effects and Challenges

Information technology has brought us a great deal of technological advancement, opening up endless possibilities for distance education. E-Learning platforms make it possible to connect people around the globe. Using the various technologies that are available, Gamification enhances the performance of e-learning platforms. Gamification of e-learning platforms helps in providing an engaging learning experience for users of all ages. Applying gamification in a non-gaming environment motivates students and also keeps them engaged in learning. This paper summarizes various game elements such as points, leader boards, badges, provided to the users for better e-learning experience by gamifying the environment and discussing the impact of gamification

UNDERGRADUATE STUDENTS’ LEARNING PERFORMANCES OF THEIR SOCIAL GAMIFICATION FUNCTIONAL LEARNING ONLINE TO THEIR ENHANCING LEARNING BEHAVIORS TOWARD THEIR CRITICAL THINKING ABILITIES

This paper is to report for developing a web-based form of social learning performances of the social gamification functional learning online to enhance behaviors and critical thinking abilities of undergraduate students, to assess the effectiveness of learning lessons that based on the development model in according to the Meguigans criteria, and to investigate of learning activities based on the theme of learning development were as the main purpose study which the sample size consisted of 28 full-time fleshy students who sat in the Computer Education Program, Faculty of Education in Rajabhat Maha Sarakham University.  Administrations with the research instruments, such as; the Web-Based Lessons, the Learning Behavior Measurement, the Learning Achievement Test were used. Statistically significant was compared between students’ learning outcomes of their learning different learning functions with an average mean score and the standard deviation was analyzed. The results of these findings have indicated that: the quality of Web-based lessons from professional content on the web techniques and methods evidence at a high level. Students’ learning on the performance efficiency of the Web-based model was developed on the basis of Meguigans criteria as 1.06, which was more than one lesson on the Web efficiently. The effects of the learning activities as a form of social gamification functional learning online to the enhancing behaviors toward critical thinking abilities of undergraduate students, which revealed those students’ learning behaviors of in the usual form of learning that develop depended on to a large extent at the high level. Statistically significant was compared between the average scores of students’ critical thinking of their social gamification functional learning online and usual learning form was differenced at the level of 0.01. Students’ responses of their learning achievements in according to be developed the social gamification functional learning online was higher than their usual learning indicated that of 0.01, differentiated significantly.  Article visualizations

Identifying Motivational Styles in Educational Gamification

Little work has been done to understand the motivational impact of specific game elements and how they combine to form student motivational styles in educational gamification. In this exploratory study we evaluate the level of motivation reported for a variety of game elements by 184 students. Using this data we generated a principle components analysis to identify the underlying factor structure that govern students’ motivational styles. Four motivational styles were identified: (1) Personal Progress – being motivated by gamified elements that show one’s individual progress in a course; (2) Competition and Praise – being motivated by game elements that show one’s progress compared to their peers and provide social reinforcing feedback; (3) Individual Assignments – being motivated by completing traditional assignments and exams; and (4) Group Work – being motivated by social assignments like group work and peer review