Designing Effective Gamified Learning Experiences

Autor/in	An, Yunjo
Titel	Designing Effective Gamified Learning Experiences
Quelle	In: International Journal of Technology in Education, 3 (2020) 2, S.62-69 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2689-2758
Schlagwörter	Teaching Methods; Instructional Design; Competition; Game Based Learning; Instructional Effectiveness; Feedback (Response); Personal Autonomy; Rewards; Interpersonal Relationship; Learning Processes; Learning Motivation; Guidelines; Cooperation; Failure; Success + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Wettkampf; Unterrichtserfolg; Individuelle Autonomie; Reward; Belohnung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Learning process; Lernprozess; Motivation for studies; Lernmotivation; Richtlinien; Co-operation; Kooperation; Erfolg
Abstract	Gamification has been used in a variety of settings, including business, healthcare, and education. Although there are successful gamification examples, many gamification projects fail due to poor design. Despite the importance of thoughtful design of gamification, previous research on gamification in education has not paid sufficient attention to the design aspect, focusing on whether adding one or more game elements makes any difference. Based on comprehensive literature review and synthesis of gamification design guidance from various experts in the area, the author identified eight design considerations for creating effective gamified learning experiences, including: (1) meaning; (2) user-centered design; (3) challenges, personalization, and feedback; (4) choices and autonomy; (5) perils and advantages of extrinsic rewards; (6) social interaction and relatedness; (7) competition vs. cooperation; and (8) failure as an opportunity to learn. Thoughtful design is required to create effective gamified learning experiences. The novelty of using game elements in learning environments may draw students' attention, but poorly designed gamification can have negative effects on student learning and motivation. It is critical to understand that a game element that works in one condition may not work in another condition. Future research should pay more careful attention to design aspects, consider contextual factors, and contribute to developing research-based guidelines for designing effective gamified learning experiences that include both methods and situations. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01