Is there more? On the (non-)definition of gamified teaching

Mario Staller, Swen Körner

Publication: Non-textual formSound and image media - HypermediaResearch

Abstract

The gamification of higher education has potential (Bai et al., 2020; Sailer & Sailer, 2020). The range of possibilities for gamification is diverse and does not appear to be definitively determined (Toda et al., 2019). However, there is consensus that gamification must not impair the effectiveness of learning setting (operationalized as learning that has taken place) in higher education (Fischer et al., 2017). Accordingly, empirical research on the effectiveness of gamification focuses mainly on its direct benefits (e.g., motivation, commitment, learning process performance, retention or application of the taught content). The focus on the effectiveness of a gamified learning environment seems to encourage the application of game-design elements that are primarily related to performance (progress, development and feedback): Points, levels, challenges, trophies, rankings. Thus there is a danger that design elements with primary effects, which are more on an emotional level, are less focused upon limiting the gamified learning experience or not developing the full potential of a gamified learning setting. This article discusses possibilities of an open gamification environment on the basis of a case study in a psychology course at a police academy. The focus is on the planning and reflection process of the teaching, which transcends the possible restrictive definition of gamification.
Translated title of the contributionGeht da mehr?: Zur (Nicht-)Definition gamifizierter Lehre
Original languageEnglish
Media of outputOnline
Size20:08 Min.
Publication statusPublished - 21.11.2020
EventVienna Games Conference: FROG - Future and Reality of Gaming 2020 - Online
Duration: 21.11.202022.11.2020
Conference number: 14

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