A Review of Methods for Adaptive Gamified Learning Environments

2020 ◽  
Author(s):  
Yasmeen Alomair ◽  
Salah Hammami
Keyword(s):  
Learning Environments ◽  
Gamified Learning

Application of Gamification to Blended Learning in Higher Education

2019 ◽  
pp. 50-61
Author(s):  
Kamini Jaipal-Jamani ◽  
Candace Figg
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Traditional Instruction ◽  
Teaching Strategy ◽  
Digital Game ◽  
Game Based Learning ◽  
Web Based ◽  
Face To Face ◽  
Gamified Learning

Digital game-based learning (DGBL) has been identified as an effective digital teaching strategy to foster 21st century learning. The inclusion of digital game-based learning in instruction is challenging for educators to structure in higher education learning environments, often because of the lack of coherence with curriculum. Gamification is a recent DGBL strategy that enables the instructor to incorporate the motivational and engagement elements of games in ways that can be adapted to curriculum requirements. Gamification, supported with digital technologies such as web-based tools and learning management systems, offers the instructor the benefits of both face-to-face traditional instruction and online learning. An example of how blended learning in higher education incorporates gamification is presented. Study findings indicate that the blended gamified learning environment motivated learners and promoted cognitive, skill, and attitude development.

Application of Gamification to Blended Learning in Higher Education

2018 ◽  
pp. 3238-3247 ◽  
Author(s):  
Kamini Jaipal-Jamani ◽  
Candace Figg
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Traditional Instruction ◽  
Teaching Strategy ◽  
Digital Game ◽  
Game Based Learning ◽  
Web Based ◽  
Face To Face ◽  
Gamified Learning

Digital game-based learning (DGBL) has been identified as an effective digital teaching strategy to foster 21st century learning. The inclusion of digital game-based learning in instruction is challenging for educators to structure in higher education learning environments, often because of the lack of coherence with curriculum. Gamification is a recent DGBL strategy that enables the instructor to incorporate the motivational and engagement elements of games in ways that can be adapted to curriculum requirements. Gamification, supported with digital technologies such as web-based tools and learning management systems, offer the instructor the benefits of both face-to-face traditional instruction and online learning. An example of how blended learning in higher education incorporates gamification is presented. Study findings indicate that the blended gamified learning environment motivated learners and promoted cognitive, skill, and attitude development.

A Systematic Design Model for Gamified Learning Environments

2019 ◽  
pp. 30-56 ◽  
Author(s):  
Tugce Aldemir ◽  
Amine Hatun Ataş ◽  
Berkan Celik
Keyword(s):  
Learning Environments ◽  
Systematic Approach ◽  
Learning Experience ◽  
Real Life ◽  
Formative Research ◽  
Design Model ◽  
Document Collections ◽  
Gamified Learning ◽  
Game Elements ◽  
Academic Year

This formative research study is an attempt to develop a design model for gamified learning experiences situated in real-life educational contexts. This chapter reports on the overall gamification model with the emphasis on the contexts and their interactions. With this focus, this chapter aims to posit an alternative perspective to existing gamification design praxis in education which mainly focuses on separate game elements, by arguing that designing a gamified learning experience needs a systematic approach with considerations of the interrelated dimensions and their interplays. The study was conducted throughout the 2014-15 academic year, and the data were collected from two separate groups of pre-service teachers through observations and document collections (n=118) and four sets of interviews (n=42). The results showed that gamification design has intertwined components that form a fuzzy design model: GELD. The findings also support the complex and the dynamic nature of gamified learning design, and the need for a more systematic approach to design and development of such experiences.

A Systematic Design Model for Gamified Learning Environments

2022 ◽  
pp. 214-234
Author(s):  
Tugce Aldemir ◽  
Amine Hatun Ataş ◽  
Berkan Celik
Keyword(s):  
Learning Environments ◽  
Systematic Approach ◽  
Learning Experience ◽  
Real Life ◽  
Formative Research ◽  
Design Model ◽  
Document Collections ◽  
Gamified Learning ◽  
Game Elements ◽  
Academic Year

This formative research study is an attempt to develop a design model for gamified learning experiences situated in real-life educational contexts. This chapter reports on the overall gamification model with the emphasis on the contexts and their interactions. With this focus, this chapter aims to posit an alternative perspective to existing gamification design praxis in education which mainly focuses on separate game elements, by arguing that designing a gamified learning experience needs a systematic approach with considerations of the interrelated dimensions and their interplays. The study was conducted throughout the 2014-15 academic year, and the data were collected from two separate groups of pre-service teachers through observations and document collections (n=118) and four sets of interviews (n=42). The results showed that gamification design has intertwined components that form a fuzzy design model: GELD. The findings also support the complex and the dynamic nature of gamified learning design, and the need for a more systematic approach to design and development of such experiences.

scholarly journals Analysing gamification elements in educational environments using an existing Gamification taxonomy

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Armando M. Toda ◽  
Ana C. T. Klock ◽  
Wilk Oliveira ◽  
Paula T. Palomino ◽  
Luiz Rodrigues ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Current Paper ◽  
Five Dimensions ◽  
The Past ◽  
Educational Domain ◽  
Educational Environments ◽  
Formal Definitions ◽  
Gamified Learning ◽  
Game Elements

AbstractGamification has been widely employed in the educational domain over the past eight years when the term became a trend. However, the literature states that gamification still lacks formal definitions to support the design and analysis of gamified strategies. This paper analysed the game elements employed in gamified learning environments through a previously proposed and evaluated taxonomy while detailing and expanding this taxonomy. In the current paper, we describe our taxonomy in-depth as well as expand it. Our new structured results demonstrate an extension of the proposed taxonomy which results from this process, is divided into five dimensions, related to the learner and the learning environment. Our main contribution is the detailed taxonomy that can be used to design and evaluate gamification design in learning environments.

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