Contents

1.0 INTRODUCTION...........................................................................................................................2
1.1 Gamification................................................................................................................................2
1.2 Web Forums and Discussion Platforms.......................................................................................2
2.0 TECHNOLOGY..............................................................................................................................2
2.1 Gamification for Web-Based Learners........................................................................................2
2.2 Game-based Learning and Augmented Reality............................................................................3
2.3 Web Forums and Gamification....................................................................................................3
3.0 RESOURCES FOR FURTHER INFORMATION (500).................................................................3
3.1 Student Engagement....................................................................................................................3
3.2 Maintained Record in form of Threaded Messages......................................................................4
3.3 New Challenges...........................................................................................................................4
4.0 SUMMARY....................................................................................................................................4
1.0 INTRODUCTION

1.1 Gamification
Gamification is the practice of introducing small game mechanics and game dynamics to a
conventional non-game environment. This not just enhances a person`s involvement and focus, but the
recorded results also showcase the critical and analytical abilities of an individual. Under the same
discussion, many hiring procedures strategically inculcate gamification at different stages, to have an
insight into a candidate`s capabilities and thinking abilities, intelligence quotient, and response behavior.
So, one of today's most significant technology advancements for increasing human involvement is
gamification. It follows that it is not unexpected that gamification has been focused on and applied
particularly in the field of education, where sustaining and maintaining attention is a continual issue. The
research has shown that the capabilities signaling achievement and progression are most frequently used
in gamification in learning and education while interpersonal and interactive affordances are more
unlikely to occur. The outcomes examined in the studies are primarily focused on measurable
efficiency indicators, and the findings presented in the recent studies are significantly and
optimistically oriented.

1.2 Web Forums and Discussion Platforms

In a recent time when educating, learning, researching, discussing, and advancing as the space
that outset the time-framed class interaction of students and instructors, gamification can play the role of
an advanced sophistication. Including small details such as interactive quizzes, subject-specific games,
and web forum discussions can meet the demands of any online learning environment. Web forums here
play a vital role, as they enable researchers to discuss and understand a topic at their own pace, in a
sheltered and recorded environment [1]. The recorded thread on a particular topic enables scholars to
refer to it whenever essential and include their idea in the discussion thread as well.

2.0 TECHNOLOGY
This section of the research will different technologies and approaches being utilized to enhance
the game-based learning experience for young researchers. The scope of online learning has extensively
increased after the pandemic, Covid-19, which awaken the realization of the vast range of productive
activities that can be performed over the internet [2].

2.1 Gamification for Web-Based Learners

A software engineering course was taught using a gamification framework that Berkling and
Thomas created [3]. Students were introduced to an internet learning system that incorporated game
characteristics, such as reputation, accomplishments, competitiveness, and compassion, as well as game
features, such as scores, stages, accomplishments, and scoreboards. To gauge the success of the new
teaching strategy, a survey of the students was given. The findings showed that because they did not find
it useful, pupils were typically not interested in such a gamified setting. they observed that typical
classroom-style kids who had attended school for longer than 12 years did not readily take to gamified
learning. This explains that this teaching method is for people who are customed to learning online,
through exchange courses, online programs and courses, and research. even if this methodology is
acquired for traditional schooling from an early stage, then students will surely work well with it too.
2.2 Game-based Learning and Augmented Reality
He suggested creating a game-based virtual reality book for studying sciences combining
interactive 3d reality and gaming approaches. A book can offer 3D simulations of science experiments
employing virtual reality to improve students' comprehension of the ideas. Game design components
including onboarding, points, levels, badges, challenges, replay or do-over, unlocked material, and
personalization were used to increase student engagement and motivation. Gamification was intended to
be a different approach to making learning more interesting, rewarding, and effective. Badges may be a
potent tool for organizing contests and indicating objective completion, success and rank when utilized in
conjunction with awards and standings. Along with increasing involvement, skill development, and
learning time, badges can encourage students to do better [4].

2.3 Web Forums and Gamification

Web forums are basically online interactive platforms that enable students and teachers to interact
and have various discussions. It is not necessary that the chat also takes place in a graphically designed
game environment, but its purpose is engagement and interaction enhancement, may it be student-to-
student, teacher-to-student, or teacher-to-teacher. Similarly, a separate platform can be used to conduct
external game-based quizzes and assessments, break-out rooms for discussions during lectures can be
established, or all these features can be inculcated in one single app to avoid the app hopping hustle [5].

3.0 RESOURCES FOR FURTHER INFORMATION (500)

The following headings cover some of the perspectives and notions that an institution which
believes in shifting to the game-based form of learning should look up to. The discussion can help game
developers and teachers to build an understanding of the essential of teaching and gaming collaborative
projects. There are some of the preexisting platforms in this specific domain which are doing a
tremendous job. Those platforms can be used a guidance or influence to develop something similar in the
future. Teacher and developers would have to come together and the platforms which can be used as a
lighthouse of guidance are BookWidgets, Brainscape, ClassDoja, Chemcaper, Classcraft and Arcadeics
etc.

3.1 Student Engagement

The basic purpose of gamification and web forum interactions is to build student engagement to a
level that proves lucrative in the form of learning and understanding developed by students of a particular
course or field. By including several game design aspects into the course layout and  design, such as
achievement rewards, badges, leaderboards, objectives, obstacles, and levels, a course in information
systems and computer engineering was gamified [6]. According to the statistics of downloads (video
lectures, lecture slides, concept papers, notes) and online posts (discussion and interactions), the results
indicate that the graphically game-wired course increased student interest and involvement in e-learning
activities (e.g., online discussions of class, materials and online queries related to course content). The
gamified strategy had a favorable effect on attendees at lectures as well. Gamification did not, however,
materially raise student grades. The challenge of development for the process of gamification, such that it
not just enhances instructiveness, but also put forward solid learning outcomes (in form of marks, grades,
or assessments) from the scholars is still intact.

3.2 Maintained Record in form of Threaded Messages

The discussion forums are a frequent "meeting" location for users to communicate ideas,
knowledge, and information in a shared space on the Internet. The way that the content is displayed is as a
network of linked messages with web applications for browsing through active threads and adding new
entries [7]. Readers may follow discussions subject by topic thanks to the angled presentation, which
groups comments with similar topics together and highlights responses with indentation. Another
argument observed under the same notion is that scholars and teachers tend to be more diligent about
what is being added to such platforms, as at the end of the day everything is being recorded. Something
discussing offensive or banned dynamics, the conversation develop various intelligent nuances about the
topic as well.

3.3 New Challenges

As discussed earlier, gamification is challenging as it must ensure both, a shift in the approach to
learn as a student, and the outcome of the learning is lucrative in the form of grades or research
advancement, design development, or prototype implementation. Being an instructor, one must ensure
that the game designed must be interactive as well as explanatory enough that students can swiftly grasp
the concepts and implement them practically. This is an opportunity for both teacher and the game
developer.

4.0 SUMMARY
Discussion forums that enable asynchronous communication are crucial for fostering group
learning. Beyond the confines of the classroom, students may communicate their perspectives, exchange
resources, and pose questions in online forums. Collaborative learning proponents assert that this
approach to teaching can improve student learning results. The research reveals that students engage in
cooperative learning behaviors such as contributing, exploring, sharing information, and offering
feedback. Additional research reveals that the students actively engaged in the online discussion even
when the instructor was only seldom present [8]. A little effort from teacher to adopt to sophisticated
modes of teaching and a recuperative attitude from students to engage in new forms of learning can surely
enhance the course of teaching, learning and overall education system.

References

[1] N. A. Y. Gabriela Kiryakova, "Gamification in Education," Tarakia University, Academia, 2014.

[2] S. Dhawan, " Online Learning: A Panacea in the Time of COVID-19 Crisis," Journal of Educational
Technology Systems, 2020.

[3] K. B. a. C. Thomas, "Gamification of a Software Engineering course and a detailed analysis of the
factors that lead to its failure," International Conference on Interactive Collaborative Learning (ICL),
2013.

[4] C. A. E. a. P. C. a. C. G. I. a. T. A. a. T. Dimitrios, "An innovative augmented reality educational

 platform using Gamification to enhance lifelong learning and cultural education," IISA 2013, pp. 1-5,
2013.

[5] E. T. Academy, " Online Discussion Tools: 6 Softwares and 4 Things To Do To Engage Your Students,
School Innovation ICT," 2020. [Online]. Available: https://www.teacheracademy.eu/blog/online-
discussion-tools/.

[6] G. G. S. J. J. Brata, " Engaging Engineering Students with Gamification," in 5th International
Conference on Games and Virtual Worlds for Serious Application, 2013.

[7] R. Akers, "Web Discussion Forums in Teaching and Learning," in The Technology Source Archives at
the University of Carolina, 1997.

[8] A. H. M. A. E. Nor Fariza Mohd Nor, "Patterns of discourse in online interaction: seeking evidence of
the collaborative learning process," Taylor & Francis Online, 2012.