Gamification and Education
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Getting Started with Gamification Onboarding Gamification is the use of game mechanics and dynamics in serious applications to encourage better user angagement, empowerment and to give users more control, feeling of mastery and autonomy. Gamification also helps to make achievements more objective and transparent and lead to a fairer world.
Posted on 26. Mar, 2013 by karlkapp . Yesterday, I wrote about t wo types of gamification for learning. And one of the comments was about “when do I use each kind for learning.”
Abstract This paper explores the idea of learning from video games, a subject which has earned increased attention over the past several years in the academic community, yet remains an area in need of even further exploration. The author discusses how particular elements of video games are beneficial to learning and considers how these concepts may be applied to the classroom or homework settings, considering both the potential advantages and disadvantages of employing this technology. Recommended Citation de Luna, Christian (2012) "Learning as Fun: What Video Games Do that Classrooms Do Not," Momentum : Vol. 1: Iss. 1, Article 14. Available at: http://repository.upenn.edu/momentum/vol1/iss1/14
The proceedings of the 2011 MindTrek conference are finally online in the ACM Digital Library , and with it, the paper I co-wrote with Rilla Khaled, Dan Dixon, and Lennart E. Nacke on “defining the damn thing” – that thing being “gamification,” of course. Here’s the abstract: Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games.
The results of an International Educational Assessment are alarming… Out of 34 countries, the U.S. ranked 14th in reading, 17th in science and 25th in math. These poor rankings have caused many educators to rethink the methods in which we teach our elementary, secondary and collegiate youth; bring some educators to the doorstep of gamification. At the University of Michigan, Associate Professor Mika La Vaque-Manty recently redesigned his Introduction to Political Theory class in a fashion much like a player moving through a game. Students are shown the course objective and then shown choices or paths that they can select to achieve the course goals. In this environment the undergrads have much more control over their assignments. Students choose two of three components to focus on during their studies, understanding that these areas will be weighted at 60 percent of their course grade.