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Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. The impact…
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)
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
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Game Elements
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leaderboards
"students in nearly all of the articles identified leader boards as the most engaging of all game elements" (p. 9)
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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)
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