Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/J.EDUREV.2020.100326
Theories
This method is built on constructivist learning, which predicates the need for experiential learning via social interaction with the environment and peers (p. 1)
Game Elements
Avatars
Levels
points
badges
leaderboards
Other
combat, content unlocking, gifting, boss fights, quests, social graphs, certificates, and memes
stimulate learners to achieve greater goal orientation by increasing their persistence, learning by repetition, engaging in collaboration and evoking fun and friendly competition with peers (p. 2)
Gamification
"the success of digital games in education has sought to validate the effects of gamification in support of its potential to improve motivation, engagement and social influence while allowing students to immerse in experiential learning" (p. 2)
supporting and maintaining engagement in gamification pedagogies remain challenging (p. 2)
research gaps
Edgar Dale theorized his "Cone of Experience" (1969) in instructional design as an analogy that provides a concrete basis for reinforcing optimal learning, heightening students' sense of achievement and encouraging high levels of engagement, which in turn facilitates better knowledge, retention and recall (p.2)
Seminal work?
Landers, Bauer, Callan, and Armstrong (2015) on gamified learning
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most of the analysed studies adopted self-determination theory(SDT) as the underlying theoretical framework
2nd most common theory- Flow
Goal-setting theory
Cognitive evaluation theory
Cognitive load theory
Vygotsky's Zone of Proximal Development
Scaffolding
Individualized learning
Social interaction
"students in nearly all of the articles identified leader boards as the most engaging of all game elements" (p. 9)
competitive environment
More motivation to learn
Motivation and Engagement
course and learning exercise more attractive
encourages students to work more actively via digital means
earning badges
top spot in leaderboard
Positive effect on learner engagement
extrinsic motivation, not intrinsic motivation?
"gamification concept successfully granted students a huge amount of extrinsic motivation but not intrinsic motivation" (p. 9)
Good design
Seeks to understand and align the learning objectives with a student's intrinsic motivation
"With extrinsic rewards and an intrinsically satisfying design, the players (students) embark on their journey of mastery, which requires elements such as desire, incentive, challenge, reward and feedback to create learning engagement" (p. 9)
Gamified assessment
Improved student feedback and scores
When is it Ineffective?
use of game-based elements
instructional design
technical issues
extrinsic motivators,
educators must select elements that focus on meaningful learning
must match specific learning goals and content of the curriculum
Optimal challenges
We need to explore the effects of gamification concepts across more subject areas
lack of theory in gamified instructional design
Need more longitudinal studies
Gamified LMS
Primary and secondary levels
Low-tech settings