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6 views

BAB 2 First

Uploaded by

Rizal Mulya
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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A.

Gamification
1. Definition of Gamification in Education

Gamification is to change something that is not a game through a game or its


elements (van Grove, 2011; Werbach & Hunter, 2012). Gamification can be a means
to engage employees in tasks (Reeves & Read, 2009), promote collaboration
(McGonigal, 2011), or improve motivation (Zichermann & Linder, 2013). Deterding,
Dixon, Khaled, and Nacke (2011) suggested defining “gamification” as “the use of
game design elements in non-game contexts” (p. 9). The simplest definition of
gamification is “the use of game design elements and game thinking in non-game
contexts” (Deterding et al. 2011).

From an educational point of view, it is defined as using game-based


mechanics, aesthetics and game thinking to interact with people, motivate action,
encourage learning and solve problems (Kapp 2013). The main claim of gamification
is that adding simple game features can encourage non-motivated students to
participate more in their own learning processes and interaction with other students
(Glover 2013; Kapp 2013).

Thus, gamification is not a product in the way that a (serious) game is;
gamification in the context of learning is a design process of adding game elements in
order to change existing learning processes (see Deterding et al. 2011; Landers et al.
2018).

Gamification can be useful for learning and instruction because it can promote
learner engagement. The fact that many educators face problems related to student
interest and engagement in their classrooms is not new to education. In the past,
educators have tried to use a variety of interventions, including the use of
motivational strategies. However, the effect of the intervention lasted for only a short
period of time. Due to its fun and playful nature, gamification can be a good solution
to help solve learner engagement and participation issues in the classroom. Kim et.al
(2018) Gamification in learning and education is a set of activities and processes to
solve problems related to learning and education by using or applying the game
mechanics.
To have a clearer understanding of the meaning of gamification in learning
and education, it is helpful to see the relationship between serious games and
gamification in learning and education (see Fig. 2.1).

Fig. 2.1 Relationship between serious games for learning and education and
gamification in learning and education.

Serious games for learning and education are games that are developed for the
purpose of achieving learning and education objectives in the real world. Game
players can learn while they are playing the game and have achieved the objectives
when they successfully complete the missions in the game. That is, the serious games,
with real-world problems, are implemented within games. On the other hand, the
purpose of gamification in learning and education is to create real-world environments
that support learning and problem-solving. It is implemented within the real world.

Fig. 2.2 Redefining the relationship between serious games and gamification in
learning and education.

Considering the definition of gamification in learning and education described


previously, serious games should be included in gamification in learning and
education because they are also a set of activities and processes to solve problems
related to learning and education by using or applying the game mechanics. Thus, the
relationship between serious games and gamification in learning and education should
be redefined as shown in Fig. 2.2.

The broad definition of gamification in learning and education includes


serious games for learning and education, narrow definition of gamification in
learning and education, and the integrated game type at the intersection of these two
concepts.

2. Gamification Elements

It is possible to define a game in its simplest form by combining game


elements and mechanics. Game mechanics are fun actions that the player can do in the
game to achieve a goal. Therefore, it can be said that game mechanics are only part of
game design. However, game elements are the other parts that make up the game,
such as goals, feedback, avatar, point, and rules (Samur, 2016, 2018). Game elements
are also used both in-game and in gamification.

Even so, there has yet to be an agreed list or framework in the literature
regarding which factors are game elements. There are three elements addressed by
gamification research: points, leader boards, and achievements/badges (Hamari et al.,
2014). First, points are used to give informal feedback and quantify the progress. The
leader board is a list to show players places to provide immediate feedback (Werbach
and Hunter, 2012). Lastly, badges symbolise expected outcomes for individuals
(Abramovich et al., 2013). They are used for various purposes, such as creating goals
and explanations, describing players with the same experiences, and giving them the
status to declare their rights (Antin & Churchill, 2011).

According to Lee and Hammer (2011), gamification influences three different


cognitive, emotional, and social areas. From the cognitive perspective, gamification
allows students to find their way out using immediate and clear effects. As for the
emotional aspect, gamification is expected to cause negative and positive impacts, and
feedback speed and intensity are effective ways to create a more positive
environment.
Finally, the social aspect is relevant to identifying different roles in
gamification contexts and finding an identity in the environment where learners feel
safe. However, this situation may cause players to focus on the quantity rather than
the quality of their performance to rank better on the leader board. Thus, game
elements serve different functions and can be used in different contexts.

3. Game, Gamification, Serious Game and Game-Based Learning

A game refers to a structured play with rules, goals and challenges for the
purpose of entertainment (Cheng et al., 2015). The term gamification first emerged in
2008 and gained increasing relevance since the 2010s (Deterding et al., 2011; Seaborn
& Fels, 2015). In contrast to games, gamification is characterized by its serious
purpose. Definitions of gamification vary and usually focus either on game elements
and mechanics or the process of gaming and gameful experiences in serious contexts.
Deterding et al. (2011, p. 11) define gamification as the “use of game elements in
non-game contexts”. Game elements are, for example, levels, points, badges,
leaderboards, avatars, quests, social graphs, or certificates (Zainuddin et al., 2020).
Kapp et al. (2014, p. 54) highlight the usage of “game-based mechanics, aesthetics,
and game-thinking to engage people, motivate action, promote learning, and solve
problems”.

Zichermann and Cunningham (2011, p. xiv) denote gamification as “the


process of game-thinking and game mechanics to engage and solve problems”.
Synthesizing these different perspectives, Seaborn and Fels (2015) state a possible
standard definition, namely gamification as “the intentional use of game elements for
a gameful experience of non-game tasks and contexts” (Seaborn & Fels, 2015, p. 17).
Gamification mechanics, such as rewards and loyalty programs in marketing and
grades in schools, were already used long before the emergence of the gamification
research area at the beginning of the decade. More recently, the concept has been
transferred and adapted to different contexts, such as education in general, the
workplace and health, perhaps due to cheaper technology, tracking of personal data,
the game studies movement and the general prevalence of video games as a medium
(Seaborn & Fels, 2015).
Gamification is closely related to two other concepts: serious games and
game-based learning. Game-based learning refers to the achievement of defined
learning outcomes through game content and play and enhancing learning by
involving problem-solving spaces and challenges that provide learners, who are also
players, with a sense of achievement (Qian & Clark, 2016). Game-based learning
intends to educate. It relies on a fully-fledged game, commonly named serious game.

Beyond education, serious games (Abt, 1970) are games intended for a variety of
serious purposes, for example in industry, training, or stimulation (Alsawaier, 2018; Connolly
et al., 2012). Even though serious games and game-based learning differ from gamification
because they are full-featured games (Deterding et al., 2011), while gamification as a broader
concept only utilizes components of games and applies them to the real environment, all
concepts share the idea of using positive gameful experiences for the sake of a serious
purpose, for example, education or behavior change, rather than focusing on entertainment.

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