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.

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.

scholarly journals Effects of Digital Storytelling in Mathematics Instruction on Academic Achievement and Examination of Teacher-Student Opinions on the Process

2017 ◽  
Vol 5 (10) ◽  
pp. 137 ◽  
Author(s):  
İlknur Özpinar ◽  
Semirhan Gökçe ◽  
Arzu Aydoğan Yenmez
Keyword(s):  
Academic Achievement ◽  
Learning Environments ◽  
Classroom Environment ◽  
Digital Storytelling ◽  
Daily Life ◽  
Learning Experience ◽  
Real Life ◽  
Control Group ◽  
Student Opinions ◽  
Digital Stories

Storytelling is a popular instrument used in every domain of natural and social interaction for human communication and commonly used in classrooms to enrich the learning experience. With the use of technological tools in every field of our daily lives, its use in educational environments has become inevitable and in parallel with the development of these tools, digital stories have started to replace traditional storytelling. Digital storytelling offers advantages such as providing diverse applications in the classroom environment, personalizing the learning experience, being interesting, helping difficult subjects explained, addressing real-life-related situations, supporting active learning, allowing for the creation of costless learning environments, and improving motivation and achievement. Materializing a course such as mathematics in which abstract concepts are given, helping students use the learned information with stories and associate it with daily life, developing activities to make learning environments enjoyable when learning and applying by taking students away from the traditional understanding of instruction are considered some of the most important duties of teachers in this process. In accordance with the related considerations, this study aims to investigate the effects of mathematics courses instructed by association with digital storytelling on 8th-grade students’ academic achievements and the teacher and student opinions on the application process. The study using the quasi-experimental method was conducted with 58 students. The Achievement Test, written opinion forms to receive student opinions and interview form for teacher were prepared by the researchers to this end. At the end of the study, although no statistically significant differences were found between the groups in the posttest and the delayed-posttest in terms of academic achievement score averages of the students in the experimental group were found to be higher than the score averages of the students in the control group. The results achieved in this study show that digital storytelling is a powerful instrument to create more interesting and enjoyable learning environments which facilitate association with daily life, allow for effective learning and participation. It was also stated that the students and the mathematics teacher had positive opinions on use of digital stories in the courses and its contribution to the courses.

scholarly journals NON-ATTENDANCE FACTORS – CAN E-LEARNING BE CONSIDERED A DISINCENTIVE?

2020 ◽  
Vol 76 (2) ◽  
pp. 177-186
Author(s):  
Бартош Марцінковський ◽  
Мойра Керролл-Майер ◽  
Малгожата А. Плотка
Keyword(s):  
Learning Environments ◽  
Learning Experience ◽  
Real Life ◽  
Virtual Learning Environments ◽  
Teaching Staff ◽  
Theoretical Knowledge ◽  
Teaching Process ◽  
Learning Capabilities ◽  
Negative Effect ◽  
E Learning

E-learning has become a widely accepted phenomenon that offers plethora of advantages to pupils, students as well as teaching staff. It is successfully utilized in academia and professional environments both in pure and blended forms. A number of studies focus on successful implementations of virtual learning environments and courses as well as investigate the challenges that the teams responsible for carrying out such implementations may come across and handle. E-learning capabilities that have been delivered successfully might potentially have a negative effect on the overall teaching process. It is students’ non-attendance in classroom-based activities that is one of the possible issues related to the wide application of e-learning. Within this contribution, authors discuss the issue of non-attendance and support it with preliminary results of a survey carried out within higher education entities. Non-attendance factors that were identified during workshops are subsequently verified in the course of a questionnaire survey. The survey involved 91 students with extensive e-learning experience, recruited from three separate educational entities, two of which represented private sector, and one – public sector. The forms were distributed and the responses were collected electronically via Google Forms service. The contribution sheds some light on the mechanics behind students’ non-attendance and its root causes – which include, but are not limited to, other commitments, absentia driven by the intensity of the teaching process as well as logistical and financial challenges. The results of the study prove that e-learning – owing to its confirmed viability as an alternative to the real-life educational activities – has an attendance-threatening potential. It primarily affects theoretical knowledge transfer in this respect, yet it tends to remain neutral regarding the attendance in strictly practice-oriented components of technical courses.

scholarly journals Enhancing an instructional design model for virtual reality-based learning

2013 ◽  
Vol 29 (5) ◽  
Author(s):  
Chwen Jen Chen ◽  
Chee Siong Teh
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Experimental Studies ◽  
Research Process ◽  
Formative Research ◽  
Careful Consideration ◽  
Instructional Design Model ◽  
Design Model

<p>In order to effectively utilize the capabilities of virtual reality (VR) in supporting the desired learning outcomes, careful consideration in the design of instruction for VR learning is crucial. In line with this concern, previous work proposed an instructional design model that prescribes instructional methods to guide the design of VR-based learning environments<strong>.</strong> This article provides a thorough elaboration on how formative research is employed to enhance the earlier model. The study has successfully generated five new hypothesized principles to enhance the robustness of the instructional design model through the formative research process. The newly derived hypothesized principles also provide insights into the design of various experimental studies for testing them in the effort to form a more comprehensive guide for the design of VR-based learning environments.</p><p> </p>

Building an Instructional Design Model for Immersive Virtual Reality Learning Environments

2021 ◽  
pp. 20-47
Author(s):  
Zeynep Tacgin ◽  
Barney Dalgarno
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Learning Environments ◽  
Learning Strategies ◽  
Learning Experience ◽  
Instructional Design Model ◽  
Design Model ◽  
Immersive Virtual Reality ◽  
Experience Design ◽  
Design Models

The recent increase in affordability of immersive virtual reality learning environments (IVRLEs) grows the interests of university, school, and industry training contexts. Due to their unique affordances, these environments have the potential to lead to a paradigm shift in learning experience design. The absence of learning design models, however, represents a significant challenge to the widespread and effective utilisation of this technology platform. Several researchers have proposed design models for virtual reality learning environments (VRLEs). The majority of these models don't explicitly consider the unique characteristics of Immersive environments. This research describes an instructional design model for IVRLEs, which draws upon Dalgarno and Lee's affordance model for VRLE and Tacgin's IVRLE development stages for teaching concepts and procedures. The specific learning strategies and affordances of IVRLEs are matched with the features of current IVR systems and technologies.

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.

scholarly journals The Role of Steps and Game Elements in Gamified Fitness Tracker Apps: A Systematic Review

2021 ◽  
Vol 5 (2) ◽  
pp. 5
Author(s):  
Aatish Neupane ◽  
Derek Hansen ◽  
Jerry Alan Fails ◽  
Anud Sharma
Keyword(s):  
Social Influence ◽  
Design Space ◽  
Real Life ◽  
Network Clustering ◽  
And Performance ◽  
Fitness Tracker ◽  
Game Elements ◽  
The Relationship ◽  
Contingent Rewards

This article reviews 103 gamified fitness tracker apps (Android and iOS) that incorporate step count data into gameplay. Games are labeled with a set of 13 game elements as well as meta-data from the app stores (e.g., avg rating, number of reviews). Network clustering and visualizations are used to identify the relationship between game elements that occur in the same games. A taxonomy of how steps are used as rewards is provided, along with example games. An existing taxonomy of how games use currency is also mapped to step-based games. We show that many games use the triad of Social Influence, Competition, and Challenges, with Social Influence being the most common game element. We also identify holes in the design space, such as games that include a Plot element (e.g., Collaboration and Plot only co-occur in one game). Games that use Real-Life Incentives (e.g., allow you to translate steps into dollars or discounts) were surprisingly common, but relatively simple in their gameplay. We differentiate between task-contingent rewards (including completion-contingent and engagement-contingent) and performance-contingent rewards, illustrating the differences with fitness apps. We also demonstrate the value of treating steps as currency by mapping an existing currency-based taxonomy onto step-based games and providing illustrations of nine different categories.

scholarly journals The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research

2021 ◽  
Vol 11 (21) ◽  
pp. 10426
Author(s):  
Qinna Feng ◽  
Heng Luo ◽  
Wenhao Li ◽  
Ying Chen ◽  
Jiakai Zhang
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Controlled Trial ◽  
Critical Role ◽  
Moderating Effect ◽  
Learning Program ◽  
Study Results ◽  
Based Instruction

With its ability to afford immersive and interactive learning experiences, virtual reality has been widely used to support experiential learning, of which the learning effectiveness is promoted by the instructional component of debriefing. The current literature on debriefing mainly focuses on the traditional learning contexts while little is known on its effectiveness in immersive virtual reality (IVR) learning environments. Based on the theories of experiential learning and debriefing, this study designed a debriefing strategy based on simulated learning experience and investigated its effectiveness on knowledge and behavioral learning in an IVR learning program, using a randomized controlled trial with 77 elementary students from Hubei province in China. The study results support the efficacy of IVR on improving knowledge acquisition and behavioral performance, and reveal a significant moderating effect of debriefing on the effectiveness of IVR learning environments. The study confirms the critical role of debriefing in IVR-based instruction and provides theoretical and practical implications for the design and implementation of effective IVR learning environments.

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