The Gamification of Code: Programming Through Play in Blended Classrooms

Teaching an introductory web design course is already a blended environment. Students meet face-to-face, yet have access to a myriad of online resources, YouTube videos, blogs, and forums to support their learning. However, the challenges of learning to understand code can inhibit students and diminish their motivation to look for resources. The authors have attempted to address this issue by focusing on the use and design of games for learning to code, as well as providing video lecture material in combination with the traditional face-to-face learning environment. By using games and gamification in the course design, the authors have found that students are able not only to bridge their knowledge between modalities more smoothly, but that they understand that there are multiple ways to solve a problem and feel empowered to search for solutions in innovative ways

The applicability of gaming elements to early childhood education

Many educators and technology developers advocate the use of gamification in educational environments. However, it is important to evaluate the applicability and value of gaming elements to the environments in which they are being implemented. Early Childhood Education (ECE) presents a unique educational context framed by national curricula and philosophical approaches that influence the adoption of technology, and therefore, gamification as an approach to enhancing learning through intrinsic motivation and engagement. This chapter evaluates the applicability and value of gaming elements to the use of technology in Early Childhood Education (ECE). Various definitions of gamification, particularly in the context of education, are considered. Six tenets of ECE and the concept of play are explored to inform an analysis of the appropriateness of gaming elements to ECE

Students' Acceptance of Gamification in Higher Education

[[abstract]]Gamification provides a practical approach to improving learning processes, especially the learner's motivation. However, little research has been conducted on student intentions to use gamification in higher education. Therefore, this study explored the gamification in higher educational courses by collecting surveys and discusses the factors influencing the acceptance of gamification in higher education. Based on the PLS-SEM results, students should take initial game-based learning content to be more familiar with gamification; furthermore, they could have a positive experience so that they would increase their intention. Performance expectancy is the most important factors influencing a student to accept gamification. Other factors, such as effort expectancy, social influence, facilitating conditions, involvement, skill, and control, are also important factors. With the results of this study, the instructor designer could have substantial help in planning the course content and enhance its efficiency and effectiveness.[[notice]]補正完