Please enable JavaScript.

Coggle requires JavaScript to display documents.

Inocencio, Fabricio. (2018, December). Using gamification in education: a…

- - - - an individual’s choice to engage and persist in an activity (P.5)
      - extrinsic and intrinsic.
    - - the effort students dedicate in order to achieve learning outcomes (P.5)
      - widely misused and overgeneralized by the educational community, including by researchers (P.5)
      - Usually labeled as a single construct
        
        REALY its a multifaceted and should be defined in 3 ways:
        
        behavioral engagement
        
        cognitive engagement
        
        Emotional engagement
        
        Measured by cognitive engagement theory (Fredricks et al. 2004)
        
        Other ideas
        
        microlevel to a macrolevel
        
        Agentic engagement
    - - an individual’s beliefs or expectations about her or his ability to successfully perform a task or behavior (Bandura 1977) (P. 8)
      - positively associated with learning performance and career interest in mathematics, science and technology(P. 8)
      - associated with intrinsic motivation
    - - occurs when a person is fully immersed in a feeling of energized focus and enjoyment while performing an activity (Csikszentmihalyi 1990) (P. 8)
      - the individual should be highly skilled and perceive the activity as challenging enough to achieve the flow state
      - Cognitive Flow Theory
      - perceived challenge and skills are the basic conditions for flow
    - - an individual’s disposition toward or against a target object, which can be a phenomenon, person or thing (P.5)
    - - Information Systems context- satisfaction can be defined as a positive cognitive and emotional evaluation that represents an individual’s expectations toward a system’s experience and performance (P.5)
      - associated with positive attitudes that lead to intentions of system continuance, including in the learning and hedonic contexts of IS (P.5)
- - - - "he literature does not provide a consensus on what constructs should be addressed to create and measure gamification outcomes" (P. 1)
      - "While gamification elements such as badges, points, and leaderboards can be applied to the educational systems to motivate or engage students in order to increase participation and learning, there is again no clear segregation in IS literature to characterize what are experiential and instrumental outcomes of gamified educational systems. Hence, while the literature still applies distinct constructs interchangeably (Dichev and Dicheva 2017), additional research is needed to move this subject forward" (P.2)
      - How should these outcomes should be properly measured?
        
        "most frequent scales for measuring the experiential outcomes in gamified systems, related to the educational context" (P. 2)
        
        "misunderstanding about what the constructs truly refer to, the overlapping of constructs that already exist in the field, and invalid conclusions about the relationship among constructs"
        Especially referring to Experiential!
- - - - " The experiential outcome is generally associated with user perceptions, such as a feeling, thought or emotion" (P.3)
      - identification of experiential outcomes is a more complex task
      - empirical studies provide a diverse list of constructs
      - difficult to group into logical categories
      - direct effect of a gamified design and positioned as antecedents of any final outcome (P. 4)
    - - "instrumental outcomes are associated with the utilitarian result of gamification" (P.3)
      - identification of instrumental outcomes is straightforward
      - Direct association to task context
      - indirect effect of gamification and be positioned as final outcomes (P.4)