Gamification design for educational contexts : theoretical and practical contributions / Armando Toda, Alexandra I. Cristea, Seiji Isotani, editors.
"Have you ever wondered how to best add game-like elements to your (online) courses? What makes some game features desirable, and others boring? This book covers gamification design in educational domains. It is aimed at practitioners, researchers and academics alike. Gamification design is a r...
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Full Text (via Springer) |
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| Other Authors: | , , |
| Format: | eBook |
| Language: | English |
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Cham :
Springer International Publishing AG,
2023.
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| 245 | 0 | 0 | |a Gamification design for educational contexts : |b theoretical and practical contributions / |c Armando Toda, Alexandra I. Cristea, Seiji Isotani, editors. |
| 264 | 1 | |a Cham : |b Springer International Publishing AG, |c 2023. | |
| 300 | |a 1 online resource (xi, 137 pages) : |b illustrations (some color). | ||
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| 520 | |a "Have you ever wondered how to best add game-like elements to your (online) courses? What makes some game features desirable, and others boring? This book covers gamification design in educational domains. It is aimed at practitioners, researchers and academics alike. Gamification design is a recent and relevant topic in many domains; however, it is not well explored in the domain of education, with only a few frameworks available and most of these being only academic (e.g., theoretical) and not addressing practical issues related to education practitioners (e.g., teachers and instructors). The book is divided into 3 parts, in part 1 we explain some basic concepts related to gamification and gamification design, its importance for the education domain, possible negative effects if gamification design is neglected, and aspects that are still not encompassed by this field. Following, part 2 focus on explaining data-driven gamification design concepts as well as a research framework on how to use data mining algorithms to analyze and interpret data to generate strategies that can be used in education domain. It also presents a conceptual framework on how to apply those strategies in the education domain, focusing on the teacher and instructor; Finally, part 3 presents discussions regarding the concepts covered in the book, as well as possible research directions."--Provided by publisher. | ||
| 505 | 0 | |a Intro -- Preface -- Contents -- Contributors -- Acronyms -- Part I Fundamentals -- Gamification for Education -- 1 Games and Gamification -- 2 Gamification in Education -- 3 For Practitioners -- References -- Gamification and Motivation -- 1 Introduction -- 2 Self-determination Theory -- 2.1 Dissecting Self-determination Theory -- 2.2 Application -- 2.3 Summary -- 3 Flow Theory -- 3.1 Dissecting Flow Theory -- 3.2 Application -- 3.3 Summary -- 4 Cognitive Load Theory -- 4.1 Dissecting Cognitive Load Theory -- 4.2 Application -- 4.3 Summary -- 5 Goal-Setting Theory -- 5.1 Dissecting Goal-Setting Theory -- 5.2 Applications -- 5.3 Summary -- 6 Theory of Gamified Learning -- 6.1 Dissecting the Theory -- 6.2 Applications -- 6.3 Summary -- 7 Gamification Science -- 7.1 Dissecting Gamification Science -- 7.2 Applications -- 7.3 Summary -- 8 Concluding Remarks -- References -- Ethical Challenges in Gamified Education Research and Development: An Umbrella Review and Potential Directions -- 1 Introduction -- 2 Background -- 3 Methodology -- 3.1 Research Questions -- 3.2 Inclusion Criteria -- 3.3 Search Process -- 3.4 Screening Procedure -- 3.5 Data Extraction Plan -- 4 Results -- 4.1 How to Make Ethical Gamification? (RQ1) -- 4.2 How to Make Gamification Ethical? (RQ2) -- 5 Final Remarks -- References -- Theories Around Gamification in Education -- 1 Introduction -- 2 Gamification Theories for Education -- 2.1 Human-Computer Interaction and User Experience -- 2.2 Gameful Experiences, Gameful Systems, Gameful Design -- 2.3 Gamification Frameworks -- 2.4 Learning Objectives and Learning Activities Types (LATs) -- 2.5 ADDIE Instructional Design Framework -- 2.6 Narrative Concepts -- 3 Gamification Frameworks and Guidelines for Education -- 4 Gamification as User Experience (UX) -- 5 Concluding Remarks -- References -- Part II Methods and Tools -- TGEEE: Analysis and Suggestions for Use -- 1 Introduction -- 2 Taxonomy of Gamification Elements for Educational Environments -- 2.1 Performance/Measurement Dimension -- 2.1.1 Acknowledgment -- 2.1.2 Level -- 2.1.3 Progression -- 2.1.4 Point -- 2.1.5 Stats -- 2.2 Ecological Dimension -- 2.2.1 Chance -- 2.2.2 Imposed Choice -- 2.2.3 Economy -- 2.2.4 Rarity -- 2.2.5 Time Pressure -- 2.3 Social Dimension -- 2.3.1 Competition -- 2.3.2 Cooperation -- 2.3.3 Reputation -- 2.3.4 Social Pressure -- 2.4 Personal Dimension -- 2.4.1 Novelty -- 2.4.2 Objectives -- 2.4.3 Puzzle -- 2.4.4 Renovation -- 2.4.5 Sensation -- 2.5 Fictional Dimension -- 2.5.1 Narrative -- 2.5.2 Storytelling -- 3 Discussions Limitations of Our TGEEE -- 4 Concluding Remarks -- References -- Using Participatory Design to Design Gamified Interventions in Educational Environments -- 1 Introduction -- 2 Methods -- 3 Case Studies -- 3.1 Gamification of PeTeL -- 3.2 Gamification of a Higher Education Virtual Course -- 4 Concluding Remarks -- References -- Data Mining in Gamified Learning -- 1 Introduction -- 2 Data Mining Project -- 2.1 Planning and Reporting -- 2.2 Executing -- 2.2.1 Data Understanding -- 2.2.2 Data Preparation -- 2.2.3 Data Modelling -- 2.2.4 Evaluation -- 2.2.5 Deploying -- 3 EDM Tools -- 3.1 Weka -- 3.2 Orange -- 3.3 R -- 3.4 Python -- 4 Hands-on Data-Driven Gamification -- 4.1 GARFIELD: A Regression-Based Recommender System -- 4.2 Adaptive Gamification Based on Player Type Classification -- 5 Practical Recommendations -- 6 Future Directions -- 7 Final Considerations -- References -- Part III Miscellaneous -- The Dark Aspects of Gamification in Education -- 1 Introduction -- 2 Barriers When Adopting Gamification in Educational Contexts -- 3 Negative Effects on Students -- 4 Design Principles for Gamified Interventions -- 5 Concluding Remarks -- References -- Evaluation of TGEEE by Education Professionals -- 1 Introduction -- 2 Methods -- 2.1 First Survey Study -- 2.2 Second Survey Study -- 3 Results -- 3.1 Results from First Study -- 3.2 Results from Second Study -- 4 Discussions -- 5 Concluding Remarks -- References. | |
| 504 | |a Includes bibliographical references. | ||
| 588 | |a Description based on online resource; title from digital title page (ProQuest Ebook Central, viewed on April 18, 2024). | ||
| 650 | 0 | |a Educational games. |0 http://id.loc.gov/authorities/subjects/sh85041126 | |
| 650 | 0 | |a Gamification. |0 http://id.loc.gov/authorities/subjects/sh2015002481 | |
| 650 | 7 | |a Educational games. |2 fast |0 (OCoLC)fst00903467 | |
| 650 | 7 | |a Gamification. |2 fast |0 (OCoLC)fst01982781 | |
| 700 | 1 | |a Toda, Armando, |e editor. |0 http://id.loc.gov/authorities/names/no2024043420 | |
| 700 | 1 | |a Cristea, Alexandra I., |e editor. |0 http://id.loc.gov/authorities/names/no2024043427 | |
| 700 | 1 | |a Isotani, Seiji, |e editor. |0 http://id.loc.gov/authorities/names/nb2019015089 | |
| 776 | 0 | 8 | |i Print version: |t Gamification design for educational contexts. |d Cham : Springer International Publishing AG, 2023 |z 9783031319488 |w (OCoLC)1419468182 |
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