{"id":51242,"date":"2020-02-28T11:53:49","date_gmt":"2020-02-28T19:53:49","guid":{"rendered":"http:\/\/world.edu\/?p=51242"},"modified":"2020-02-28T11:53:49","modified_gmt":"2020-02-28T19:53:49","slug":"what-is-gamification-and-why-its-effectiveness-in-the-classroom-is-not-clear","status":"publish","type":"post","link":"https:\/\/world.edu\/what-is-gamification-and-why-its-effectiveness-in-the-classroom-is-not-clear\/","title":{"rendered":"What is ‘gamification’ and why its effectiveness in the classroom is not clear"},"content":{"rendered":"

\"\"<\/p>\n

The concept of\u00a0gamification<\/em>\u00a0(\u00a0gamification<\/a>\u00a0as proposed Fund\u00e9u) was introduced widely by game developer\u00a0Nick Pelling<\/a>\u00a0in 2010 to the conduct a\u00a0research<\/a>\u00a0on teamwork for a development company\u00a0hardware<\/em>\u00a0.\u00a0In the author’s words,\u00a0gamification<\/em>\u00a0consists in the application of characteristic elements of games in non-playful contexts.\u00a0Since then, various fields such as labor, business and, of course, education, have taken advantage of their potential to influence people’s behavior.<\/p>\n

In recent years,\u00a0gamification<\/em>\u00a0has become one of the most widely adopted emerging learning techniques in schools, although there is a serious debate about whether this active methodology is working effectively or not in class.<\/p>\n

There\u00a0is<\/a>\u00a0really\u00a0little scientific evidence<\/a>\u00a0to confirm this, although it is true that the research community has significantly increased its experimental studies focusing on different subjects.<\/p>\n

19 000 articles published<\/strong><\/h4>\n

According to\u00a0Google Scholar<\/a>\u00a0, the number of articles published with the words \u201cgamification\u201d and \u201ceducation\u201d was 1,400 until 2010. From 2010 to 2015 it became 14,000, and from 2015 to January 2020 it is 19,000 .<\/p>\n

Nor does it favor that in the last study carried out in 2019 by the\u00a0Observatory of Technological and Educational Innovation<\/a>\u00a0(ODITE),\u00a0gamification<\/em>\u00a0is not mentioned\u00a0as one of the trends in practice (those that are increasingly being used in educational centers), nor as a developing trend (those that are gradually being introduced into the classroom daily), although it does take it into account as an accompaniment methodology for the\u00a0Inverted Classroom<\/a>\u00a0(\u00a0flipped classroom<\/em>\u00a0, in English) which it considers as an upward trend.<\/p>\n

Moreover, although the\u00a0Horizon Report<\/a>\u00a0(the most important on international educational trends) established between 2012 and 2014 that\u00a0gamification<\/em>\u00a0would be “a significant force in educational technology”, in subsequent years it was not included as a trend.<\/p>\n

Looking back and reflecting on the reason for this \u201cabandonment\u201d of\u00a0gamification,<\/em>\u00a0we could point out that, in addition to the fact that there is no clear evidence about its direct implications on educational outcomes, it requires a lot of work by teachers (create, select and implement the games), a technological training that is currently lacking a part of teachers, or a large investment by schools or governments (financing games created by companies).<\/p>\n

Gartner’s overexploitation cycle<\/strong><\/h4>\n

Educational innovation trends follow a cycle very similar to\u00a0Gartner’s <\/a>overexpectation<\/a>\u00a0cycle\u00a0(or <\/a>hype cycle<\/em><\/a> )<\/a>\u00a0, which may explain the reason for this scarce scientific production.<\/p>\n

Figure 1 shows the estimated time that new technologies related to the educational field take to be adopted and the behavior they have depending on their life cycle.\u00a0Such is the case, for example, of\u00a0mobile learning<\/a>\u00a0,\u00a0personal learning environments<\/a>\u00a0(PLE),\u00a0learning analytics<\/a>\u00a0,\u00a0adaptive Ebooks<\/a><\/em>\u00a0or\u00a0gamification<\/em>\u00a0.<\/p>\n

\"\"

Figure 1. Gartner’s over-expectation cycle. Big Data Marketer, 2016<\/p><\/div>\n

This cycle allows us to evaluate the maturity, adoption and application of a new technology to the educational field based on 5 stages that represent, as we say, its life cycle.<\/p>\n

    \n
  1. In the first stage of launch the technology is still very young and applications are still unknown by users.<\/li>\n
  2. In the second phase, or peak of oversized expectations, the new tool achieves great confidence among the stakeholders, generating high enthusiasm among them.\u00a0This happened, for example, with the arrival of the\u00a0Massive Open Online Course<\/em>\u00a0(mass and open online courses) or MOOC.\u00a0In fact, the year 2012 was declared as the year of the MOOCs.<\/li>\n
  3. In the third stage, called the abyss of disappointment, the research and studies carried out on the new technology usually show negative results, or aspects that had not been considered in the previous stage, so curiosity and interest disappear.\u00a0This also happened with the MOOCs in 2013 and 2014, where\u00a0several reports<\/a>\u00a0were presented\u00a0showing high rates of student drop-out, difficulties in\u00a0peer evaluations<\/a>\u00a0_ or communication problems on the discussion boards even if they were\u00a0gamified<\/em>\u00a0.\n

    The same case is found with\u00a0gamification<\/a>\u00a0, which is the term proposed by the Fund\u00e9u as adequate to refer to the English word\u00a0gamification<\/em>\u00a0(although certain normative nuances should be taken into account), which had its great detractors, such as\u00a0Ian Bogost<\/a>\u00a0who proposed change the term of\u00a0gamification<\/em>\u00a0to that of\u00a0explotationware<\/em>\u00a0,\u00a0Margaret Robertson<\/a>\u00a0who calls it\u00a0pointsification<\/em>\u00a0, or\u00a0Scribe<\/a>\u00a0who prefers the expression\u00a0Luddite<\/em>\u00a0.<\/li>\n

  4. At the stage of the consolidation ramp, which is where\u00a0gamification is<\/em>\u00a0currently located\u00a0, evidence begins to emerge of how these new technologies can benefit education, as their operation is better understood and greater investments are made for new Projects and ideas development.\u00a0In the case of\u00a0gamification<\/em>\u00a0, for example,\u00a0virtual reality 3D visualization systems<\/a>\u00a0have been created\u00a0for the study of the improvement of motivational, social and spatial skills<\/a>\u00a0.<\/li>\n
  5. Finally, on the productivity plateau, technology has already shown the benefit it brings and reaches its final stage.\u00a0It becomes stable and widely applicable.<\/li>\n<\/ol>\n

    Where it goes<\/strong><\/h4>\n

    It would seem from all that the\u00a0gamification<\/em>\u00a0has not met the expectations raised, but it is important to note that, although it has not yet been possible to demonstrate its direct impact on learning outcomes, it has had them in the motivation of students, influencing therefore indirectly in the results.<\/p>\n

    However, even in the field of motivation it is necessary to incorporate more evidence.\u00a0Review reports such as\u00a0Dicheva, Dichev, Agre and Angelova (2015)<\/a>\u00a0point out that most of the works on this topic focus on applications of\u00a0gamification<\/em>\u00a0in education, but that these do not include an objective assessment of their impact.<\/p>\n

    Few examples of its application<\/strong><\/h4>\n

    We found good, although scarce, examples of its application and results such as the one carried out at the\u00a0Oberta La Salle University of Andorra<\/a>\u00a0in 2015, which shows that\u00a0gamification<\/em>\u00a0exerts a positive influence on student performance and motivation, or the experimental program\u00a0ConectaIdeas<\/a>\u00a0carried out in Chile in July 2019 for math classes, where the results also showed a motivational improvement to enhance learning, although on the contrary it reduced student preferences for cooperative work.<\/p>\n

    In conclusion,\u00a0gamification<\/em>\u00a0continues to show potential but, on the one hand, it requires a much larger work than expected by the teacher and, on the other hand, it is still necessary to carry out objective evaluations that allow measuring which elements of\u00a0gamification<\/em>\u00a0have an objective influence on The learning.<\/p>\n

    Author Bios:<\/strong> Diana Valero Errazu is ICT Master Director for education and digital learning and M\u00aa Beatriz Ju\u00e1rez Escribano is PDI and Coordinator of students of the ICT Master for Education and Digital Learning both at the Universidad Nebrija<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

    The concept of\u00a0gamification\u00a0(\u00a0gamification\u00a0as proposed Fund\u00e9u) was introduced widely by game developer\u00a0Nick Pelling\u00a0in 2010 to the conduct a\u00a0research\u00a0on teamwork for a development company\u00a0hardware\u00a0.\u00a0In the author’s words,\u00a0gamification\u00a0consists in the application of characteristic elements of games in non-playful contexts.\u00a0Since then, various fields such as labor, business and, of course, education, have taken advantage of their potential to influence […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":51243,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[92177],"coauthors":[],"class_list":["post-51242","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-gamification"],"acf":[],"yoast_head":"\nWhat is 'gamification' and why its effectiveness in the classroom is not clear - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/what-is-gamification-and-why-its-effectiveness-in-the-classroom-is-not-clear\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"What is 'gamification' and why its effectiveness in the classroom is not clear - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"The concept of\u00a0gamification\u00a0(\u00a0gamification\u00a0as proposed Fund\u00e9u) was introduced widely by game developer\u00a0Nick Pelling\u00a0in 2010 to the conduct a\u00a0research\u00a0on teamwork for a development company\u00a0hardware\u00a0.\u00a0In the author’s words,\u00a0gamification\u00a0consists in the application of characteristic elements of games in non-playful contexts.\u00a0Since then, various fields such as labor, business and, of course, education, have taken advantage of their potential to influence […]\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:url\" content=\"https:\/\/world.edu\/what-is-gamification-and-why-its-effectiveness-in-the-classroom-is-not-clear\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:site_name\" content=\"World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"article:published_time\" content=\"2020-02-28T19:53:49+00:00\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:image\" content=\"https:\/\/world.edu\/wp-content\/uploads\/2020\/02\/gamificationboard.png\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:width\" content=\"680\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:height\" content=\"383\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" class=\"yoast-seo-meta-tag\" \/>\n<meta name=\"author\" content=\"Kevin\" class=\"yoast-seo-meta-tag\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:data1\" content=\"Kevin\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" class=\"yoast-seo-meta-tag\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/world.edu\\\/what-is-gamification-and-why-its-effectiveness-in-the-classroom-is-not-clear\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/world.edu\\\/what-is-gamification-and-why-its-effectiveness-in-the-classroom-is-not-clear\\\/\"},\"author\":{\"name\":\"Kevin\",\"@id\":\"https:\\\/\\\/world.edu\\\/#\\\/schema\\\/person\\\/42c1c1d5ff7ffbdf0bd50ed94c6ae6ee\"},\"headline\":\"What is ‘gamification’ and why its effectiveness in the classroom is not clear\",\"datePublished\":\"2020-02-28T19:53:49+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/world.edu\\\/what-is-gamification-and-why-its-effectiveness-in-the-classroom-is-not-clear\\\/\"},\"wordCount\":1067,\"image\":{\"@id\":\"https:\\\/\\\/world.edu\\\/what-is-gamification-and-why-its-effectiveness-in-the-classroom-is-not-clear\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/world.edu\\\/wp-content\\\/uploads\\\/2020\\\/02\\\/gamificationboard.png\",\"keywords\":[\"Gamification\"],\"articleSection\":[\"Education\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/world.edu\\\/what-is-gamification-and-why-its-effectiveness-in-the-classroom-is-not-clear\\\/\",\"url\":\"https:\\\/\\\/world.edu\\\/what-is-gamification-and-why-its-effectiveness-in-the-classroom-is-not-clear\\\/\",\"name\":\"What is 'gamification' and why its effectiveness in the classroom is not clear - 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