- The following content is my answers based on my understandings, regarding to questions WEEK 6 LECTURE NOTES.
- I answered all questions by reading and taking notes all resources recommended by unit chair; moreover, I added some facts I collected about the relating topic, available in Deakin Library.
- For study purpose of ALC203 only.
- What is gamification? Define the term in your own words. How is gamified learning, for example, different from game based learning?
Gamification in my own word: a stragetic method by using media technique to lure participants into the position that they must devote their efforts by engaging with challenges as long as the participants could see their self reflective benefits as the trophy.
The application of elements typical of game playing in other problems out of the gaming context is known as gamification (Dixon et al. 2011). The areas of application may include social impact challenges or a business set up. Additionally, gamification may also involve the application of design techniques applied to digital games in the contexts such as the above named (Dixon et al. 2011). Besides, Gamification is a very important tool in designing instructional techniques for learning that involve engaging the learners in the learning process as well as creating an environment that facilitates better passage of knowledge (Muntean, 2011).
- What is the difference between structural gamification and content gamification, as explained by Karl Kapp? Can you think of some scenarios where either of these types be applied?
Karl Kapp’s definition differentiates between content and structural gamification as follows.
The type of gamification in which game elements are applied to take the learner through the instruction content without altering the content itself is known as structural gamification (Kapp, 2013). In this type of gamification, the content is in no way transformed to appear game-like but rather the structure of the content is changed to suit the intended application in the instruction of learners. Additionally, the content is structured in such a manner that it increases learner motivation in going through the content (Deterding, 2012). Besides, the process engages the learners in the learning process using rewards as a form of motivation (Muntean, 2011). For instance, in an organization there could be a daily quiz administered for a certain period to the employees, perhaps through an email, with an intention of taking them through the learning of a given content. Employees who answer the quiz correctly receive points accordingly while those who submit incorrect answers are given a short instructional piece that addresses the topic covered by the quiz to help them learn the content. On the other hand, the employees who submit correct answers progress towards attaining a certain achievement such as a promotion. The process continues until the employees with wrong submissions can demonstrate mastery of the topic by being in a position to respond to the quizzes correctly after a period of practice.
On the other hand, content gaming applies game elements as well as a game mindset in thinking to alter the content with an intention of transforming it to become more game-like (Kapp, 2013). Content gamification can be applied in a scenario whereby if the organization want to take the employees through a particular content, it first presents them with a challenge that should be solved using the content, then take them through the content with illustrations on how it can tackle the challenge. However, the content itself is also not turned into a game but rather made to be more game-like by providing contexts used within a game setup and incorporating them to the content the employees are being taken through.
- What key benefits and limitations might engaging with gamified learning in schools or universities have? Make a list of pros and cons from the perspective of students and teachers
Pros and cons of gamification
- The students become more engaged in the learning process
- It makes the learners more enthusiastic about the subject to be learned through gamification
- Fosters the student’s abilities to make social connections
- Motivates the learners to discover their full potential
- The attention span of the learners is decreased
- Impart learners with the notion that learning should be accompanied by external rewards
Provides the teachers with better tools for guiding and rewarding the students in the 21st century
- May exert pressure on the teachers resources.
- Pose challenges in incorporating the game results into the course assessment.
- Logistical challenges in choosing the right game for the students.
- Brainstorm any industry or organisation and an associated real world issue or problem, then design a broad outline of a strategy to engage relevant stakeholders through some form of gamification.
Real world problem
Gamification can be applied to solve real world problems. A good example is the reluctance by the employees in an organization to try new innovative ideas due to lack of discipline and focus or for fear of failure. Additionally, some of them are much unfocused and lack innovative skills thus cannot contribute to the organization’s innovation process. However, this problem could be easily solved through gamification by coming up with idea generation and execution competitions in the organization that could lead to promotion of successful competitors.
Thank you for reading my blog, I hope you all have a very happy Easter.
Thi Bao Chau Tran
Deterding, S., Sicart, M., Nacke, L., O’Hara, K. and Dixon, D., 2011, May. Gamification. using game-design elements in non-gaming contexts. In CHI’11 Extended Abstracts on Human Factors in Computing Systems (pp. 2425-2428). ACM.
Kapp, K. (2013). Two Types of #Gamification. [online] Karlkapp.com. Available at: http://karlkapp.com/two-types-of-gamification/ [Accessed 11 Apr. 2017].
Deterding, S., 2012. Gamification: designing for motivation. interactions, 19(4), pp.14-17.
Muntean, C.I., 2011, October. Raising engagement in e-learning through gamification. In Proc. 6th International Conference on Virtual Learning ICVL (pp. 323-329).