Chapter 5. Designing Gamification in the Right Way
Abstract
Chapter 5 of Library Technology Reports (vol. 51, no. 2), “Understanding Gamification,” addresses a number of issues and variables that need to be taken into consideration in designing successful gamification for educational purposes. Those issues and variables include (1) setting a clear goal for gamification, (2) researching the target group of gamification and finding out to which user type the target group belongs, (3) understanding varied responses to gamification, depending on the target group’s gender, age, culture, and academic performance, and (4) finding a right match between specific learning goals with types of games or gaming elements that are most suitable for those learning goals. Lastly, this chapter reviews a few previous studies in psychology on the undermining effect of external rewards on intrinsic motivation and suggests the ways in which one can design gamification while minimizing or eliminating such detrimental effects on intrinsic motivation.
References
Florin Oprescu, Christian Jones, and Mary Katsikitis, “I PLAY AT WORK—Ten Principles for Transforming Work Processes through Gamification,” article 14, Frontiers in Psychology 5 (January 2014): 4, doi:10.3389/fpsyg.2014.00014.
Elie A. Akl, Kay M. Sackett, Richard Pretorius, Paranthaman Seth S. Bhoopathi, Reem Mustafa, Holger Schünemann, and William S. Erdley, “Educational Games for Health Professionals,” Cochrane Database of Systematic Reviews, CD006411, published online January 23, 2008, doi:10.1002/14651858.CD006411.pub2; Ziad Alfarah, Holger J. Schünemann, and Elie A. Akl, “Educational Games in Geriatric Medicine Education: A Systematic Review,” BMC Geriatrics 10:19 (2010), doi:10.1186/1471-2318-10-19; P. S. Bhoopathi, R. Sheoran, and C. E. Adams, “Educational Games for Mental Health Professionals: A Cochrane Review,” International Journal of Psychiatric Nursing Research 12, no. 3 (2007): 1497–1502; Gillian Blakely, Heather Skirton, Simon Cooper, Peter Allum, and Pam Nelmes, “Educational Gaming in the Health Sciences: Systematic Review,” Journal of Advanced Nursing 65, no. 2 (February 2009): 259–69, doi:10.1111/j.1365-2648.2008.04843.x.
Bohyun Kim, “Learning with Games in Medicine and Healthcare and the Potential Role of Libraries,” in Games in Libraries: Essays on Using Play to Connect and Instruct, ed. Breanne A. Kirsch (Jefferson, NC: McFarland, 2014), 160–161.
Richard Bartle, “Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDs,” self-published online 1996, http://mud.co.uk/richard/hcds.htm.
Donghee Yvette Wohn and Yu-Hao Lee, “Players of Facebook Games and How They Play,” Entertainment Computing 4, no. 3 (2013): 172, doi:10.1016/j.entcom.2013.05.002.
Andrzej Marczewski, Gamification: A Simple Introduction and a Bit More, 2nd ed. (self-published on Amazon Digital Services, 2013), Kindle edition, Loc 1405 of 1798.
Frederick W. Kron, Craig L. Gjerde, Ananda Sen, and Michael D. Fetters, “Medical Student Attitudes toward Video Games and Related New Media Technologies in Medical Education,” BMC Medical Education 10:50 (2010): 7, doi:10.1186/1472-6920-10-50.
Yu-Hao Lee and Donghee Yvette Wohn, “Are There Cultural Differences in How We Play? Examining Cultural Effects on Playing Social Network Games,” Computers in Human Behavior 28, no. 4 (July 2012): 1307–14, doi:10.1016/j.chb.2012.02.014.
Rani Kanthan and Jenna-Lynn Senger, “The Impact of Specially Designed Digital Games-Based Learning in Undergraduate Pathology and Medical Education,” Archives of Pathology and Laboratory Medicine 135, no. 1 (January 2011): 141, www.ncbi.nlm.nih.gov/pubmed/21204720.
Richard Van Eck, “Digital Game-Based Learning: It’s Not Just the Digital Natives Who Are Restless,” Educause Review 41, no. 2 (2006): 16–30.
Bill Kapralos, Sayra Cristancho, Mark Porte, David Backstein, Alex Monclou, and Adam Dubrowski, “Serious Games in the Classroom: Gauging Student Perceptions,” in Medicine Meets Virtual Reality 18 (e-book), ed. James D. Westwood, Susan W. Westwood, Li Felländer-Tsai, Randy S. Haluck, Helene M. Hoffman, Richard A. Robb, Steven Senger, and Kirby G. Vosburgh, Studies in Health Technology and Informatics, vol. 163, (Amsterdam, The Netherlands: IOS Press, 2011), 259.
Karl M. Kapp, The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education, (San Francisco: Pfeiffer, 2012), table 8.1, 189–90.
Deanne M. Adams, Richard E. Mayer, Andrew MacNamara, Alan Koenig, and Richard Wainess, “Narrative Games for Learning: Testing the Discovery and Narrative Hypotheses,” Journal of Educational Psychology 104, no. 1 (February 2012): 235–49, doi:10.1037/a0025595.
Ian Bogost, “Persuasive Games: Exploitationware,” Gamasutra, May 3, 2011, www.gamasutra.com/view/feature/134735/persuasive_games_exploitationware.php.
Razvan Rughinis, “Gamification for Productive Interaction: Reading and Working with the Gamification Debate in Education,” in 2013 8th Iberian Conference on Information Systems and Technologies (CISTI), INSPEC Accession Number 13848780 (IEEE Xplore Digital Library, 2013), 2.
Edward L. Deci, Richard Koestner, and Richard M. Ryan, “A Meta-Analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation,” Psychological Bulletin 125, no. 6 (November 1999): 627–68, doi:10.1037/0033-2909.125.6.627.
Scott Nicholson, “A User-Centered Theoretical Framework for Meaningful Gamification,” paper presented at Games+Learning+Society 8.0 conference, Madison, WI, June 13–15, 2012, http://scottnicholson.com/pubs/meaningfulframework.pdf.
Edward L. Deci, Richard Koestner, and Richard M. Ryan, “Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again,” Review of Educational Research 71, no. 1 (Spring 2001): 14, doi:10.3102/00346543071001001.
Refbacks
- There are currently no refbacks.
Published by ALA TechSource, an imprint of the American Library Association.
Copyright Statement | ALA Privacy Policy