gamification and education: a literature review

Ins t i tu te for Educat ional Technology I ta l ian Research Counci l

ECGBL 2014 - Berlin 09-10 Oct. 2014

Gamification and Education: a Literature Review

Ilaria Caponetto, Jeff rey Earp, Michela Ot t

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the use of game mechanics in non-gaming contexts ... (so as to) create gameful experiences !

(Deterding, Dixon, Khaled, & Nacke, 2011) (Koivisto & Hamari, 2014)

!in education the introduction of game elements in the design (and implementation) of learning processes !

(Bellotti, et al., 2013)

the what

gamification Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

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enhance enacted processes and the experience of those involved !!strengthen engagement, change behaviours and support innovation

the why


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supporting learning, employee performance, customer engagement ... even crowdsourcing initiatives !!in education !make learning more motivating and engaging !

the wherefore


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increasing number of services are being gamified !

(Huotari & Hamari, 2012) (Hamari, Koivisto, & Sarsa, 2014)

!!by 2015 over half the organizations that deal with innovation processes will have gamified their activities to some extent !

Gartner !

the what's all this, then?


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gamification is taking off in education !conviction that it supports and motivates students, and can thus lead to enhanced learning processes and outcomes !

(Domínguez, et al., 2013) (Kapp, 2012)

gamif/educ/ation

the scenario

Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

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the why

track emerging game-based innovation through the research lens !investigate semantic fuzziness of an emerging concept and field - gamification vs GBL

gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

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the how

gamif/educ/ation

literature review started in early 2014 !methodological steps identified by Rickinson & May (2009) !!scoping, searching, select ing, analysing, synthesising and reporting !!!


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scoping

gamif/educ/ation

corpus of scientific papers from !the Web - Google Scholar !indexed databases of scientific publications - Web of Knowledge, Scopus !academia-focused social networks - ResearchGate, academia.org


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searching

gamif/educ/ation

!search string = <gamif*> (gamification, gamify, gamified, etc.) AND <education OR learning OR training> !latitude = full-text !time span = 2000 and early 2014


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span

gamif/educ/ation

2002 when the word gamification is held to have been coined (Marczewski, 2012)

2000

2014


12gamif/educ/ation

and so what happen?how many records? !


13gamif/educ/ation

and so what happen?number = 5,000 + !Google Scholar = 3,000 !

latitude = title !number = ?

take 2: re-scoping


14gamif/educ/ation

latitude = title !number = 119 !gamif/educ/ation = first appears in the title in 2011 !!

take 2: re-scoping


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119 papers on the topic published between 2011 and 2014 in training and formal educational from primary school to higher education. !!The collected papers were analysed and classified according to various criteria, including target population, type of research (theoretical vs experimental), kind of educational contents delivered, and the tools deployed. !

gamif/educ/ation Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

16gamif/educ/ation

conceptual/theoretical papers (51%) !empirical studies (49%) !

wide range of learning objectives !inc. applied courses like graphic arts (Villagrasa & Duran, 2013) and gardening (Watson, Hancock, & Mandryk, 2013). !inc. transversal objectives like participatory & exploratory approaches, peer collaboration, self-guided learning, homework completion, assessment, creativty

data


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Database Number of results

Research Gate 32

Scopus 17

academia.edu 13

Web of Knowledge 12


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7 papers in 2011 (6% of the sample), 26 papers in 2012 (22%), and 79 in 2013 (66%).


19Jeffrey Earp - ECGBL 2014, Berlin Oct. 9 2014

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Country Number of papers Percentage of total

USA 28 24%Other (<3%) 22 18%

Canada 8 7%

Romania 8 7%

UK 8 7%

Spain 7 6%

Norway 5 4%

Portugal 5 4%

Australia 4 3%

Brazil 4 3%

Netherlands 4 3%

Poland 4 3%

Germany 3 3%

Greece 3 3%

Japan 3 3%

South Africa 3 3%

total 119 100%


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globally “gamified” process, 9% gamification as a synonym of GBL , 16% Serious Game in a global learning intervention that is gamified


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increase and improve = added value in learning processes (Lee & Hammer, 2011). !motivate/motivation and engage/ment frequently = expectations, often appear in the definition of gamification itself (Groh, 2012). !university school and courses reflect the scope social and design - innovative educational strategies

14,000 words contained in the 119 abstracts !lexical nesting/loops via SoA, research reviews, quotes, citations, etc.


paper on ResearchGate

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Jeffrey Earp on the web

www.magical-project.net


https://www.researchgate.net/publication/266515512_Gamification_and_Education_a_Literature_Review

https://tackk.com/0r6gmm

http://www.magical-project.net