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Gamification and Education: a Literature Review

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Information about Gamification and Education: a Literature Review
Education

Published on October 13, 2014

Author: jeffreyearp

Source: slideshare.net

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See paper on ResearchGate: https://www.researchgate.net/publication/266515512_Gamification_and_Education_a_Literature_Review
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1. Gamification and Education: a Literature Review Ilaria Caponetto, Jeffrey Earp, Michela Ott Institute for Educational Technology Italian Research Council ECGBL 2014 - Berlin 09-10 Oct. 2014

2. 2 the use of game mechanics in non-gaming contexts ... (so as to) create gameful experiences ! (Deterding, Dixon, Khaled, & Nacke, 2011) (Koivisto & Hamari, 2014) ! in education the introduction of game elements in the design (and implementation) of learning processes ! (Bellotti, et al., 2013) the what gamification Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

3. 3 the why enhance enacted processes and the experience of those involved ! ! strengthen engagement, change behaviours and support innovation gamification Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

4. 4 the wherefore supporting learning, employee performance, customer engagement ... even crowdsourcing initiatives ! ! in education ! make learning more motivating and engaging ! gamification Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

5. 5 the what's all this, then? increasing number of services are being gamified ! (Huotari & Hamari, 2012) (Hamari, Koivisto, & Sarsa, 2014) ! !b y 2015 over half the organizations that deal with innovation processes will have gamified their activities to some extent ! Gartner ! gamification Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

6. 6 the scenario gamification is taking off in education ! conviction that it supports and motivates students, and can thus lead to enhanced learning processes and outcomes ! (Domínguez, et al., 2013) (Kapp, 2012) gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

7. 7 the why track emerging game-based innovation through the research lens !i nvestigate semantic fuzziness of an emerging concept and field - gamification vs GBL gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

8. 8 the how literature review started in early 2014 ! methodological steps identified by Rickinson & May (2009) ! ! scoping, searching, selecting, analysing, synthesising and reporting !!! gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

9. ndexed databases of scientific publications - Web of Knowledge, Scopus ! academia-focused social networks - ResearchGate, academia.org 9 scoping corpus of scientific papers from ! the Web - Google Scholar !i gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

10. ! search string = <gamif*> (gamification, gamify, gamified, etc.) AND <education OR learning OR training> 10 searching !l atitude = full-text ! time span = 2000 and early 2014 gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

11. 11 span 2000 2002 when the word gamification is held to have been coined (Marczewski, 2012) 2014 gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

12. and so what happen? how many records? ! gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014 12

13. and so what happen? number = 5,000 + ! Google Scholar = 3,000 ! take 2: re-scoping latitude = title ! number = ? gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014 13

14. take 2: re-scoping latitude = title ! number = 119 ! gamif/educ/ation = first appears in the title in 2011 !! gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014 14

15. 15 119 papers on the topic published between 2011 and 2014 in training and formal educational from primary school to higher education. ! ! The collected papers were analysed and classified according to various criteria, including target population, type of research (theoretical vs experimental), kind of educational contents delivered, and the tools deployed. ! gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

16. data conceptual/theoretical papers (51%) ! empirical studies (49%) ! wide range of learning objectives !i nc. applied courses like graphic arts (Villagrasa & Duran, 2013) and gardening (Watson, Hancock, & Mandryk, 2013). !i nc. transversal objectives like participatory & exploratory approaches, peer collaboration, self-guided learning, homework completion, assessment, creativty gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014 16

17. 17 Database Number of results Research Gate 32 Scopus 17 academia.edu 13 Web of Knowledge 12 Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

18. 18 7 papers in 2011 (6% of the sample), 26 papers in 2012 (22%), and 79 in 2013 (66%). Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

19. Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014 19

20. 20 Country Number of papers Percentage of total USA 28 24% Other (<3%) 22 18% Canada 8 7% Romania 8 7% UK 8 7% Spain 7 6% Norway 5 4% Portugal 5 4% Australia 4 3% Brazil 4 3% Netherlands 4 3% Poland 4 3% Germany 3 3% Greece 3 3% Japan 3 3% South Africa 3 3% total 119 100% Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

21. Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014 21

22. 22 globally “gamified” process, 9% gamification as a synonym of GBL , 16% Serious Game in a global learning intervention that is gamified Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

23. Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014 23

24. 24 14,000 words contained in the 119 abstracts increase and improve = added value in learning processes (Lee & Hammer, 2011). ! motivate/motivation and engage/ment frequently = expectations, often appear in the definition of gamification itself (Groh, 2012). ! university school and courses reflect the scope social and design - innovative educational strategies !l exical nesting/loops via SoA, research reviews, quotes, citations, etc. Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

25. www.magical-project. net paper on ResearchGate 25 Jeffrey Earp on the web Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

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