Is it a Crime? The Non-Definition of Gamification

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Gamification is regularly defined as the use of game elements in non-gaming contexts (Deterding et al., 2011). However, discussions in the context of the pedagogical value of gamification suggest controversies on various levels. While on the one hand the potential is seen in the design of joyful learning environments (Hung, 2017), critics point out the pedagogical dangers (Buck, 2017) or the problems related to optimizing working life (Woodcock & Johnson, 2018). It becomes apparent that the assumptions guiding action on the subject matter of gamification in educational contexts differ, which leads to different derivations for pedagogical practice-but also allows for different perspectives on initially controversial positions. Being aware of these assumptions is the claim of a reflexive pedagogy. With regard to the pedagogical use of gamifying elements and their empirical investigation, there are three main anchor points to consider from a reflexive stance: (a) the high context specificity of the teaching undertaken and (b) the (non-)visibility of the design elements and (c) the (non-)acceptance of the gamified elements by the students. We start by providing a (2) discussion of the definitional discourse on what is understood as gamification leading to our argument for a non-definition of gamification. We describe the (3) potential of this non-definition gamification and (4) exemplify its use in a gamified concept of teaching police recruits professional reflexivity. The concept features the narrative of a potential crime that has been undertaken and that students decide for themselves if they want to engage with it.
OriginalspracheEnglisch
Seiten1-16
Seitenumfang16
PublikationsstatusVeröffentlicht - 11.2020

ID: 5511779

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