Accelerat ing t he world's research.

Gamification in Education
Brian Arnold

Related papers Download a PDF Pack of t he best relat ed papers 

A SWOT Analysis of t he Gamificat ion Pract ices: Challenges, Open Issues and Fut ure Perspec…
Amon Rapp

T he Ambiguit y of Games: Hist ories and Discourses of a Gameful World

Sebast ian Det erding

Using Gamificat ion t o Improve Part icipat ion in Social Learning Environment s
Jorge Simões
Part 1 of ongoing I.D.E.A. series:
Instructional Design Engaging Audiences

TRAINING: MFA USC School of Cinema and Television

INDUSTRY: Editor Nickelodeon Animation Studio

APPOINTMENT: Lead Faculty, Bachelors Digital Media Design,

School of Engineering, Technology and Media.
 WHAT IS


GAMIFICATION?

2
 GAMIFICATION

ABSTRACT
At heart, gamification is a powerful tool for
catalyzing attention, focus and investment.

What parent ever resisted gamifying the process of getting a group of kids to the car
by announcing that it was a

3
 GAMIFICATION

ABSTRACT
Gamification transfers the mode, value and
GROCERIES
incentive of game play to a separate
GAMES → WEB SURFING
experience like buying groceries, visiting EDUCATION
web sites, or even learning.

The Pirates! 2012

GAME ELEMENTS
By borrowing the intrinsically rewarding
RULES elements of game play; rules, victory conditions,
VICTORY CONDITIONS
rewards, punishments, status, stakes and
STATUS
REWARDS personally vested narrative other endeavors can
PUNISHMENTS find fresh appeal with stakeholders and increase
STAKES
the likelihood adoption.
4
 GAMIFICATION
2 wheeled vehicle = no longer cooped up
 Shiny 4 wheeled vehicle = prestige

ABSTRACT
At the core of marketing is the association of
two appealing, but dissimilar ideas;
motorcycles and prestige, cereal and
athleticism – so too, gamification can be
applied to associate fun with learning.

Bruce Jenner = Tasty Wheat clumps

In essence, the student is hooked by the idea of the game, pulled forward by curiosity
to learn more or win, and ends up enjoying the experience, becoming engaged in the 5
idea or activity and opening themselves up to the possibility of learning.
Hunger Games?


6
 GAMIFICATION

IN
EDUCATION

HOOK

CURIOSITY

FUN

ENGAGEMENT

Gamification enhances this potential potential

LEARNING

HOOK Catalyze attention

CURIOSITY Presented with relevant 5 W’s question
GAME → FUN Pleasurable seeking of an uncertain, yet valued outcome 7
ENGAGEMENT Curiosity rewarded with short, meaningful feedback loop
LEARNING Retaining applicable concepts or skills
 SO,

WHAT IS A GAME?

8
OK, Not literally ☺
A GAME IS:
Clearly it is:
rules based hypothetical outcomes

A form of play or sport, esp. a competitive one played


according to rules and decided by skill, strength, or luck.

Games are practice and education.

A game is structured playing, usually undertaken for enjoyment and

sometimes used as an educational tool. Games are distinct from work,
which is usually carried out for remuneration, and from art, which is
more often an expression of aesthetic or ideological elements.

a physical or mental activity or contest that

has rules and that people do for pleasure

An activity providing entertainment or

amusement

A system of choices

9
Games are many things


10


11
 
GAMES CAN BE

12

Sonic
Fallout: Vault boy
 
Average age of gamers varies regionally and year to year,
but mass adoption of the game interface is a fact

13
 

↓Content available cross platform↑

WAZE traffic app awards

points for adding to the real
time data collection

14
Gabe Zimmerman – leading voice of Gamification

15


16
 

17

Figure 1: Gamification Impact (Gogos, 2012)

 CONTEMPORARY


GAMIFICATION
Presenter: Marta Rauch, Senior Principal Information Developer, Oracle

So why use gamification at all?

 Increase customer engagement
 Motivate participation
 Influence behavior
 Drive adoption, learning, loyalty
 Improve quality of service
 Increase efficiency
 Reduce time, costs
 Drive profits
 Marta noted that by 2014, 80% of
gamification attempts will fail,
mainly because of poor design.

18
Design here is Instructional Design, which can be improved
by the thoughtful application of Gamification
 

[Link] 19
 
Games as relevant learning mode

TEDxManitoba - Rick Van Eck - The Gaming of Educational Transformation 20



21
Trend


22


23
Impact on Education

Figure 5:
Infographic of
game based
engagement
(Education Arcade, 24

2013)
 
Figure 2: Modern Mancala board

Figure 3: Original Pit & Stone Mancala

25
 

Figure 4: Learning to game type chart (Gogos, 2013) 26


SAKE BARTLE TYPES

Socializers are often more interested in having relations with the other players than playing the game


itself. They help to spread knowledge and a human feel, and are often involved in the community aspect of
the game (by means of managing guilds or role-playing, for instance).
 Achievers are competitive and enjoy beating difficult challenges whether they are set by the game or by
themselves. The more challenging the goal, the most rewarded they tend to feel.

 Killers like to provoke and cause drama and/or impose them over other players in the scope provided by
the virtual world. Trolls, hackers, cheaters, and attention farmers belong in this category, along with the
most ferocious and skillful PvP (player versus player) opponents.
 Explorers like to explore the world – not just its geography but also the finer details of the game
mechanics. These players may end up knowing how the game works and behave better than the game
creators themselves. They know all the mechanics, short-cuts, tricks, and glitches that there are to know in
the game and thrive on discovering more. (Bartle, 2013)

27
 
 Images of Leaderboards

28
 
Parks & Rec S6E7 Fluoride

29


30


31
References
1. 2013, New Horizon Report, New Media Consortium. (2013). Higher Education Edition Horizon Annual Report


2013
2. Gogos, Roberta. "ELearning Resources from EFront Blog." eFront Blog. eFront, 12 Sept. 2013. Web. 15 Oct.
2013.

3. Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and
mobile apps. Sebastopol, CA: O'Reilly Media.
4. Jann, Maureen. "Intrepid Agile™ Tools." Intrepid Learning. Intrepid Learning, 8 Feb. 2012. Web. 15 Oct.
2013.
5. Utendorf, Heather. "What Does “Gamification” Mean?" Intrepid Learning. Intrepid Learning, 30 Aug. 2013.
Web. 15 Oct. 2013.
6. Goasduff, Laurence, Christy Pettey, and Brian Burke. "Newsroom." Gartner Says By 2015, More Than 50
Percent of Organizations That Manage Innovation Processes Will Gamify Those Processes. Gartner, Inc. (NYSE: IT),
12 Apr. 2011. Web. 15 Oct. 2013.
7. Xu, Y. (2011). Literature Review on Web Application Gamification and Analytics. Collaborative Software
Development Lab Department of Information and Computer Sciences University of Hawaii, (August 2011).
8. Education Arcade, M. (2013, July 7). Gamification Infographic. Gamification Infographic Comments. Retrieved
October 16, 2013, from [Link]
9. Hirst, K. (n.d.). Board Game History. [Link] Archaeology. Retrieved October 15, 2013, from
[Link]
10. Bartle, R. (n.d.). Bartle’s Taxonomy of Player Types (And Why It Doesn’t Apply to Everything). Gamedevtuts
RSS. Retrieved October 16, 2013, from [Link]
articles/bartles-taxonomy-of-player-types-and-why-it-doesnt-apply-to-everything/
11. Gilleade, K. M., Dix, A., & Allanson, J. (2005). Affective Videogames and Modes of Affective Gaming : Assist
Me , Challenge Me , Emote Me. Digital Games Research Association DiGRA, 1–7.

32