We synthesized the literature on gamification of education by conducting a review of the literature on gamification in the educational and learning context. Based on our review, we identified several game design elements that are used in education. These game design elements include points, levels/stages, badges, leaderboards, prizes, progress bars, storyline, and feedback. We provided examples...

Gamification refers to the use and combination of game design elements in a nonentertainment-based context. Despite the preliminary success of gamification, nowadays the concept faces some criticism. Most gamification projects do not consider context characteristics and implement elements without considering user needs. This can be observed in the inconsistent combination of elements and the va...

Conceptual modeling is an essential activity in the development of any information system. But at the same time, it is a difficult one which may discourage some professionals that may be tempted to skip it altogether in favor of more code-oriented tasks. In recent years, gamification has emerged as a new approach to increase learner engagement and has been successfully applied to a wide range o...

In the literature, the potential efficacy of the gamification of education has been demonstrated. The aim of this study was to explore the influence of applying gamification techniques to increase student engagement in learning. The quasiexperimental nonequivalent-control group design was used with 577 undergraduate students from six classes. The students in three of the classes were assigned t...

Gamification is a term that refers to the use of game elements in nongame contexts with the goal of engaging people in a variety of tasks. Gamification can be an effective persuasive tool for motivating learners and lately we have witnessed a growing interest in gamified learning systems. However, the efforts of the research community in the last years have shown the weakness of one-size-fits-a...

BACKGROUND Cognitive tasks are typically viewed as effortful, frustrating, and repetitive, which often leads to participant disengagement. This, in turn, may negatively impact data quality and/or reduce intervention effects. However, gamification may provide a possible solution. If game design features can be incorporated into cognitive tasks without undermining their scientific value, then dat...

Those in the community of gaming theory and practice have pigeonholed gamification as a term. It is generally considered that it means applying gaming principles to non-gaming environments. Gaming theorists like Richard Bartle, wedded to his dated MUD model of gamers, speak out against gamification with passion, setting out why it never works and how videogames stand in their own right. Those i...

Despite wide-scale uptake of gamification in professional training generally, application in Teacher Professional Development (TPD) is still in its infancy. The few experiences reported hitherto mainly concentrate on fostering participation and engagement in the training intervention itself. By contrast, we believe that gamification of TPD can and should have a broader scope, helping to enhance...

Gamification is a new and upcoming trend that is predicted by many to further enhance the field of educational technology in the new millennium. The use of gamification has fared well in the corporate world and is gradually transcending into the educational arena. The usage of game elements such as points, badges and leaderboard can assist in keeping the students not only motivated but also eng...

Typically, gamification intends to afford gameful experiences in non-game contexts with the goal of promoting desired behaviour. There are however many gamified designs that fail to achieve these goals and there is a lack of theory that can help to explain why some gamified designs are effective while others are not. Within this paper a theoretical perspective is proposed towards explaining the...