Principles of gamification for educational software E-Book

Rafael Mellado

• Herausgeber: Editora Dialética
• Kategorie: Wissenschaft und neue Technologien
• Sprache: Englisch

Seitenzahl: 177

Veröffentlichungsjahr: 2024

Beschreibung

"Principles of Gamification for Educational Software" is an essential guide for educators and designers seeking to transform learning through gamification. With a multidisciplinary approach, this book explores the theoretical and practical foundations of applying game elements in technology-mediated educational environments. Through a comprehensive literature review and case studies, the authors analyze the principles, mechanics, and dynamics that make gamification an effective strategy for increasing student motivation, engagement, and learning. Additionally, they address the psychological, pedagogical, and social aspects that influence the design and implementation of gamified experiences. With a practical focus, the book offers concrete tools and guides for designing gamified educational software, including examples, templates, and recommendations. The authors also provide a critical and reflective perspective on gamification's potential risks and limitations, promoting a responsible and well-founded use of this strategy. "Principles of Gamification for Educational Software" is a valuable resource for anyone interested in exploring new teaching and learning methods in the digital age. Whether you are a teacher, instructional designer, or education enthusiast, this book will provide the tools and knowledge necessary to embark on the fascinating world of gamification applied to education.

Leseprobe

It is horrifying to contemplate how

many people believe they cannot learn,

and even more believe that

learning is complex. - Princess Irulan

Frank Herbert

Dune

PROLOGUE

We live in an era where technology has practically transformed our lives, and education is no exception. In recent decades, we have witnessed how digital tools have gained ground in classrooms, changing how we teach and learn. However, despite technological advances, we still need to work on keeping students motivated and engaged in their learning. This is where gamification emerges as a promising strategy.

Gamification understood as the application of game design elements in non-game contexts, has proven to be a powerful tool for increasing motivation and engagement in various fields, from marketing to health. In education, gamification presents an opportunity to transform the learning experience, making it more attractive, interactive, and practical.

The book “Principles of Gamification for Educational Software” arises from the need for a solid conceptual framework to guide teachers and designers in integrating gamification techniques into developing educational software tools. Throughout its pages, the authors invite us to explore gamification’s theoretical and practical foundations and its application in designing technology-mediated learning experiences.

One of this book’s strengths is its multidisciplinary approach. The authors address the technical aspects of gamification and delve into its psychological, pedagogical, and social dimensions. Through an exhaustive review of scientific literature and case studies, they explore the principles, mechanics, and dynamics that make gamification an effective strategy for promoting learning.

Furthermore, the book offers a critical and reflective look at the application of gamification in education. The authors encourage us to question our objectives when gamifying a learning experience and warn us about this strategy’s possible risks and limitations. In this way, a responsible and well-founded use of gamification is promoted, avoiding the temptation to apply it superficially or as a fad.

Another notable aspect of this book is its practical approach. The authors do not limit themselves to presenting theoretical concepts but offer concrete tools and guides for designing gamified educational software. Through examples, templates, and recommendations, the aim is to facilitate the work of teachers and designers, providing them with a solid starting point for creating innovative and compelling learning experiences.

In a world where education faces the constant challenge of adapting to new realities and demands of society, “Principles of Gamification for Educational Software” presents itself as a valuable resource for all those interested in exploring new ways of teaching and learning. Whether you are a teacher, an instructional designer, an educational software developer, or an education enthusiast, this book will provide the necessary tools and knowledge to embark on the fascinating world of gamification applied to education.

I invite you to immerse yourself in the pages of this book with an open and curious mind. Let the ideas and proposals presented here inspire you to rethink how you design and develop learning experiences. This book is the starting point for a profound reflection on how we can harness the power of games to transform education and build a future where learning is a motivating, meaningful, and practical experience for all.

SUMÁRIO

Capa

Folha de Rosto

Créditos

1 INTRODUCTION

2 GAMIFICATION

2.1 Definitions

2.1.1 Principles

2.1.1.1 Principles with a Technological Character

2.1.1.2 Principles of the Macro-process

2.1.1.3 Principles of Real Work

2.1.1.4 Principles of Educational Environments

2.1.2 Life Cycle

2.1.3 Players

2.1.3.1 Classification of Players in Gamification

2.1.3.2 Technology Acceptance: TAM Model

2.1.3.3 User Experience

2.1.4 Psychological Aspects

2.1.4.1 Behavioral Aspects

2.1.4.2 Cognitive and Constructivist Aspects

2.1.4.3 Humanistic Aspects

2.1.4.4 Motivation

2.2 Gamification in Education

2.2.1 Benefits

2.2.2 Impact

3 MOTIVATION IN GAMIFICATION

3.1 General Aspects

3.2 Types of Motivation

3.3 Motivation and Educational Software

3.4 Motivation and Gamification

3.4.1 Educational Software with Gamification

3.4.2 Motivational Risks

4 EXISTING EXPERIENCES

4.1 Gamification

4.2 Gamification in Higher Education

4.3 Frameworks

5 CONCLUSIONS

5.1 Gamification

5.2 Impact on Educational Software

5.3 Psychological Aspects in Implementing Gamification

5.4 Motivation and Gamification

5.5 Risks and Considerations

5.6 Frameworks and Models

5.7 General Conclusions

5.8 Gaps and Limitations

REFERENCES

Landmarks

cover

titlepage

copyright-page

Table of Contents

bibliography

1 INTRODUCTION

Since immemorial, incorporating playful elements in social life and human development has remained constant. Play techniques have been used to foster learning, socialization, and personal growth in diverse cultures throughout history (Freudmann & Bakamitsos, 2014). These practices have evolved and adapted to different contexts, finding applications in areas as varied as health, education, and personal development (Johnson et al., 2016; Sardi et al., 2017; Scheibe, 2018).

In education, a significant transformation has been evident in recent decades. Traditional educational models, in which the teacher assumed the role of expert and transmitter of knowledge, focusing on the lecture as the primary teaching method, have given way to more innovative and student-centered approaches (Fabres Fernández, 2016; Martín Sánchez, 2009). These new models seek to place the student at the center of the learning process, recognizing their active role and ability to construct knowledge.

This transition towards more participatory and student-centered educational models has been driven by various research and academic theories highlighting the importance of active learning, intrinsic motivation, and student autonomy in the educational process. Theories such as constructivism, meaningful learning, and problem-based learning have provided a conceptual framework for rethinking education and designing pedagogical strategies that promote the student’s comprehensive development.

In this context, integrating play techniques in education has emerged as a promising strategy to foster student motivation, engagement, and effective learning. Gamification, understood as applying game design elements in non-game contexts, has gained ground in education as a tool for creating more attractive, interactive, and meaningful learning experiences.

Numerous studies have explored the benefits of gamification in the educational field, highlighting its potential to increase students’ intrinsic motivation, promote active participation, foster collaboration and teamwork, and support the development of cognitive and socio-emotional skills (Johnson et al., 2016; Sardi et al., 2017; Scheibe, 2018). Additionally, it has been shown that gamification can contribute to knowledge retention, transfer of learning, and practical application of the studied content.

However, it is essential to emphasize that the effective implementation of gamification in the educational field requires careful and well-founded design. It is not simply a matter of superficially adding playful elements but instead integrating them coherently with the learning objectives, the characteristics of the students, and the specific educational context. Furthermore, it is essential to consider the possible risks and limitations of gamification, avoiding the trivialization of learning or cognitive overload for students.

In summary, integrating play techniques in education represents an opportunity to transform teaching-learning processes, placing students at the center and fostering their motivation, engagement, and comprehensive development. However, its practical implementation requires a reflective, well-founded, and adapted approach to each educational context’s specific needs and characteristics.

In traditional educational models, the student’s role was limited to that of a passive information receiver. In this approach, the teaching-learning process focuses mainly on the one-way transmission of knowledge by the teacher. At the same time, the student was relegated to a secondary and non-participatory role. The classroom dynamic was based on the teacher’s exposition, who was responsible for selecting, organizing, and presenting the content, expecting students to assimilate and reproduce it when necessary (McClure et al., 2003).

In this model, the motivational aspects of the student were not considered a relevant factor in the learning process. It was assumed that attending class and receiving the information was sufficient for the student to acquire the necessary knowledge. The assessment of learning focused primarily on the student’s ability to reproduce the received data, whether through exams, written assignments, or oral presentations. The methodological resources employed, such as note-taking and literature analysis, were aimed at facilitating the memorization and repetition of content without necessarily fostering deep understanding, critical reflection, or practical application of the acquired knowledge (McClure et al., 2003).

However, this passive and information-transmission-centered approach presents several problems. One of the most significant is not considering the students’ motivational aspects more. This model can generate disinterest, apathy, and a lack of commitment to the learning process by not considering the students’ interests, needs, and expectations. Consequently, class attendance decreases, as students need to perceive the value and relevance of the imparted content (Riley & Ward, 2017).

Furthermore, technological changes have had a significant impact on the way students access and process information. With the proliferation of the internet and digital resources, students can access vast information and learning tools outside the classroom. This has changed students’ perception of the need and contribution of a passive, knowledge-transmission-centered learning model. Students expect more interactive, participatory, and relevant learning experiences for their lives and contexts (Riley & Ward, 2017).

This paradigm shift has led to questioning the effectiveness of traditional models and has driven the search for more student-centered educational approaches that consider their motivations, interests, and needs. The importance of fostering active student participation, promoting collaborative learning, developing critical thinking and problem-solving skills, and connecting content with real-life situations has been recognized.

In this context, integrating gamification techniques in educational software is a promising strategy to address students’ motivational and engagement challenges. Incorporating game elements into the learning process aims to create more attractive, interactive, and rewarding student experiences, fostering participation, motivation, and commitment to learning.

However, it is essential to emphasize that gamification is not a magic solution, and its effectiveness depends on proper and well-founded implementation. Gamification strategies must be carefully designed, considering the learning objectives, the characteristics of the students, and the specific educational context. Additionally, gamification should be integrated coherently with other pedagogical approaches and educational resources, seeking a balance between the extrinsic motivation provided by game elements and the student’s intrinsic motivation to learn.

With this, traditional educational models, centered on the passive transmission of information, have shown limitations in fostering student motivation and engagement. The lack of consideration of motivational aspects and technological changes has led to questioning the effectiveness of these approaches. In this context, gamification emerges as a promising strategy to address these challenges, seeking to create more attractive and participatory learning experiences. However, its practical implementation requires careful and well-founded design and coherent integration with other pedagogical approaches and educational resources.

Over the years, various techniques and strategies have been developed and applied to foster students’ active participation in their learning process. These techniques seek to arouse students’ interest, maintain their motivation, and promote effective learning inside and outside the classroom (Cuevas & Dinely, 2003; Tharayil et al., 2018). Student participation has become a central topic in educational research, as its importance in achieving meaningful and lasting learning outcomes has been recognized.

Motivation has been identified as one of the critical factors influencing students’ participation and involvement in their learning process. Several studies have demonstrated a direct relationship between students’ motivation and their level of participation in learning activities (Su & Cheng, 2015; Tierney, 1992; Voelkl, 1995). When motivated, students show greater interest, commitment, and willingness to engage in the proposed tasks and challenges actively.

Motivation can be intrinsic, arising from the student’s interest and curiosity to learn, or extrinsic, based on external factors such as rewards, grades, or recognition. Both types of motivation can influence student participation, although the importance of fostering intrinsic motivation to achieve more profound and lasting learning has been highlighted.

Numerous studies have focused on analyzing student behavior inside and outside the classroom to understand better the relationship between motivation, participation, and learning (Wentzel, 1997). These studies have used various methodologies, such as observations, surveys, interviews, and data analysis, to obtain information about the factors influencing student participation and how they relate to their academic performance and skill development.

Some relevant findings from these studies include:

1. Students who show greater motivation and participation in class tend to achieve better academic results and develop skills and competencies more effectively (Wentzel, 1997).

2. The teacher-student relationship is a crucial factor in fostering motivation and participation. Teachers who show interest in their students, support them, and create a positive and safe learning environment promote greater student participation and commitment (Cuevas & Dinely, 2003; Tharayil et al., 2018).

3. Teaching strategies and learning activities that are relevant, challenging, and connected to students’ interests and experiences have a positive impact on their motivation and participation (Cuevas & Dinely, 2003; Tharayil et al., 2018).

4. Constructive and timely feedback from teachers, as well as the opportunity for students to participate in decision-making about their learning, also contribute to increasing their motivation and commitment (Su & Cheng, 2015; Tierney, 1992; Voelkl, 1995).

5. Integrating educational technologies and digital resources can effectively promote student participation, especially when used meaningfully and aligned with learning objectives (Su & Cheng, 2015; Tierney, 1992; Voelkl, 1995).

Based on these findings, various strategies and pedagogical approaches have been proposed to promote students’ active participation in their learning. These strategies include project-based learning, collaborative learning, gamification, experiential learning, and interactive technologies.

However, it is essential to note that there is no single or universal solution to promote student participation. Each educational context is unique and requires an approach adapted to the student’s needs, interests, characteristics, learning objectives, and available resources.

Therefore, student participation in their learning process is critical to achieving meaningful and lasting educational outcomes. Intrinsic and extrinsic motivation plays a fundamental role in the degree of student involvement and commitment. Studies have demonstrated the importance of creating positive learning environments, using relevant and challenging teaching strategies, providing constructive feedback, and leveraging educational technologies to promote active student participation. However, it is necessary to adapt the approach to each specific educational context, considering the particular needs and characteristics of the students and the established learning objectives.

When transforming educational approaches from traditional teacher-centered models to new student-centered approaches, it is essential to consider student motivation and creative abilities as the main variables. These aspects are crucial to achieving significant improvement in effective learning and increasing levels of knowledge retention.

When working directly on student motivation, the goal is to awaken their interest, curiosity, and commitment to learning. This involves designing activities and educational experiences that are relevant, challenging, and connected to the student’s interests and needs. At the same time, fostering and valuing students’ creative abilities is essential, providing them with opportunities to express themselves, explore ideas, and find innovative solutions to the problems posed. By focusing on these aspects, educational entities can concentrate their efforts and resources more effectively, positively impacting student learning. This implies improving teaching and learning processes, considering each student’s needs and characteristics.

In this sense, the role of teachers is fundamental, as they are directly responsible for designing and facilitating classroom learning experiences. Teachers must be trained and updated in best pedagogical practices and the effective use of available educational tools and technologies. Additionally, they must create a positive, inclusive, and motivating learning environment where students feel valued, respected, and supported in their learning process. However, improving teaching and learning processes is not solely the responsibility of teachers but also of researchers and experts in education. These professionals are tasked with developing and proposing new strategies, approaches, and tools that respond to the needs and challenges teachers face in their daily practice. Educational research should be oriented toward identifying and analyzing best practices and evaluating the impact of implemented interventions and programs.

Scientific evidence supports the idea that learning is driven by active student participation and motivation and that the role of the teacher and the support tools used are fundamental in this process (Garet et al., 2016; Routen et al., 2018). When students feel motivated and committed to their learning and have the appropriate support and guidance from their teachers, educational outcomes tend to be more positive and lasting.

In addition to pedagogical aspects, integrating educational software in the classroom has played an essential role in improving learning (Candelario-Dorta, 2018; López, 2011). Technological tools can facilitate interactivity, personalization of learning, access to diverse educational resources, and collaboration between students and teachers. However, it is essential to emphasize that educational software must be used appropriately and aligned with learning objectives, and not as an end in itself.

Other areas of knowledge have also contributed significantly to the improvement of learning. For example, user experience (UX) has become an essential aspect in the design of educational software, seeking to create intuitive, attractive, and adapted interfaces to the needs of students (Alomari et al., 2020; Nagalingam & Ibrahim, 2015). On the other hand, educational data mining and using big data techniques have allowed for collecting valuable information about learning patterns, difficulties, and factors influencing student performance (Baig et al., 2020). This knowledge can personalize learning experiences, identify at-risk students, and provide timely support.

In conclusion, the shift towards student-centered educational models requires considering student motivation and creative abilities as fundamental variables. This implies a joint effort by teachers, researchers, and education experts to improve teaching and learning processes, using effective pedagogical strategies, appropriate technological tools, and knowledge from various areas. Only then will it be possible to achieve effective learning, increase retention levels, and focus the efforts of educational entities more efficiently. Future education must be student-centered, evidence-based, and enriched by the contribution of multiple disciplines and approaches.

2 GAMIFICATION

Different authors point out multiple questions about gamification, which relate to its relationship with fads, direct criticisms about its implementation, and its trend in the educational field (Legeren, 2013). Most authors agree on the opportunity for innovation and improvement that gamification offers. The first authors who began to define gamification formally are Deterding (Deterding et al., 2011), Kapp (Kapp, 2012), and Zichermann (Zichermann & Cunningham, 2011). Gamification is the focus of this research, so its definition and comprehensive understanding are relevant.

Thus, gamification has become a topic of great interest in various fields, including education, business, and health, due to its potential to motivate, engage, and improve people’s performance. In this chapter, we will explore the concept of gamification in-depth, addressing its various definitions, types, fundamental principles, and the life cycle that characterizes its implementation. Additionally, we will examine the different player profiles and how these influence the design and effectiveness of gamification strategies. Through a comprehensive review of the literature and the analysis of practical cases, we aim to provide a thorough understanding of gamification and its application in different contexts, laying the foundations for its effective use in the design of educational software.

2.1 DEFINITIONS

Gamification is an Anglicism that began being introduced in Ibero-American culture in the 2010s. It comprises a noun (game) and the suffix (ification), where the term game indicates its direct relation to its Anglo-Saxon meaning. Therefore, at an etymological level, gamification can be defined as the process of converting the characteristics of something into enjoyment, joy, and togetherness.

At a scientific level, the most widely accepted and cited definition is the one made by Deterding (Deterding et al., 2011), which states that “Gamification is the use of game design elements in non-game contexts”. Despite this, some definitions are more detailed and provide aspects of application, such as Kapp’s, in which he states that “Gamification uses game mechanics, aesthetics, and thinking to engage people, motivate action, promote learning, and solve problems”. In this latter definition, game design elements and gamification techniques are considered; this same author also defines game mechanics, aesthetics, and reasoning. There is also consensus among authors that the main objective of gamification is to motivate the subject, promote learning, and develop problem-solving skills.

The application of gamification has been experimented with in different fields. Authors such as Zochemann add aspects of market economics and orient gamification towards business (Zichermann & Cunningham, 2011). Huotari gives it a vision associated with gamification for marketing and advertising (Huotari & Hamari, 2012). Other authors, such as Yohannis, generate a constructivist definition by establishing that gamification is a set of game elements that, under specific parameters, can produce playability and pursue an objective.

It is important to note that, upon reviewing the literature, there is a consensus on what gamification is and those authors who apply it in specific disciplines; ultimately, the objectives pursued by each are different. Thus, the general aim of gamification focuses on people’s behavior.

In the case of companies, they seek a strategy to integrate gamification into processes such as customer loyalty, maintaining interest in products and services, rewarding brand commitment, or any process that includes customer participation (Korn & Schmidt, 2015), where objectives such as improving employee productivity, influencing customer behavior, and meeting goals to increase real benefits for companies are achieved. Other areas of application that have been evidenced in the application in social welfare, where the aim is to satisfy specific needs, and gamification can take a leading role in increasing people’s commitment and motivation towards certain activities that generate progress and improve learning (Hamari & Koivisto, 2013; Schoech et al., 2013).