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Annotated Bibliography: Gamification

Buckley, Patrick, and Elaine Doyle. “Gamification and Student Motivation.” Interactive

Learning Environments, vol. 24, no. 6, 9 Oct. 2014, pp. 1162–1175,

https://doi.org/10.1080/10494820.2014.964263. Accessed 15 Apr. 2019.

In their article titled "Gamification and Student Motivation," Patrick Buckley and

Elaine Doyle explore the emerging concept of gamification in education. They acknowledge that

gamification has gained popularity in fostering learning behaviors and student engagement.

However, they also recognize that students have motivations, some being motivated to learn

while external rewards drive others. The authors refer to the insights of Glover (2013), who

highlights the significance of student motivation in determining their response to learning

activities. The authors argue that gamified learning interventions should be inclusive and cater to

different types of learners, ensuring that no specific group is unfairly disadvantaged.

Chen, Liwen. "Students' Learning Styles and Preferences in a Gamification-enhanced

Partially Flipped Classroom: A Q-Methodology Study." Educational Technology &

Society 26.3 (2023): 141-154. airiti Library. Web. 30 Oct.

2023.doi:10.30191/ETS.202307_26(3).0011

Liwen Chen conducted a Q Methodology study titled "Students Learning Styles

and Preferences in a Gamification Enhanced Partially Flipped Classroom," which sheds light on

the topic. The study can be found in Educational Technology & Society 26.3 (2023); 141 154,

within the Airiti Library website.

The study mentioned in the article focuses on understanding the learning styles and

preferences of students in a flipped classroom with gamified elements. It was conducted at a

university in Taiwan during an Introduction to Marketing course involving 26 students. The

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participants ranked thirty statements based on their perception of the teaching method. The

study's results revealed three factors: Engaged achievers, Self-motivated Explorer, and

Interactive Designer. These factors represent groups of students with perceptions. The findings

highlight the range of learning styles and perspectives among students, which present both

challenges and opportunities in business education. The study emphasizes the importance of

tailored teaching strategies integrating gamification into flipped classrooms and recognizing

individual learning preferences.

This Q methodology study holds significance within the evolving landscape of

methodologies as it explores how flipped classrooms, gamification, and subjective experiences

intersect. It employs both qualitative approaches to offer a nuanced understanding of student

opinions. The article includes sections covering empirical background, a literature review,

methodological approaches used, results obtained, and a concluding section. The literature

review underscores the distinction between gamification and game-based learning while

examining how different game elements can impact student motivation and engagement.

Hernández-Fernández, Antoni, et al. “Is Classroom Gamification Opposed to

Performance?” Sustainability, vol. 12, no. 23, 28 Nov. 2020, p. 9958,

https://doi.org/10.3390/su12239958. Accessed 14 Mar. 2021.

The article explores the importance of incorporating gamification elements into

flipped classrooms to enhance motivation, critical thinking, and self-belief. It suggests using

techniques such as tests, game rules, time constraints, and rewards to create a learning

environment that boosts student engagement, motivation, and positive feedback. Referencing the

concept of "Prodesse et delectare" by Quintus Horatius Flaccus, the article argues for the value

of combining education with entertainment. It also discusses the benefits of integrating

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gamification in today's technology-driven settings while acknowledging the need for further

empirical research. The article addresses the debate regarding whether gamification improves

learning outcomes and explores levels of implementing gamification in course design. It

emphasizes that selecting gamification elements depends on learning contexts and course

objectives. Additionally, it provides insights into tools and platforms, like "Kahoot!". Socrative"

for incorporating assessments.

The article discusses using challenges and oral presentations as assessment methods that

complement each other. It provides an overview of how gamification can be implemented in

education, covering both practical aspects. The article offers insights into levels of gamification

from specific approaches to total integration, helping educators understand how to tailor

gamification to their teaching goals. It also mentions tools like "Kahoot!". Socrative" that can be

integrated into classroom activities. While acknowledging the impact on student motivation and

engagement, the article acknowledges the need for empirical evidence to establish the

effectiveness of gamification in education. Overall it is a resource for educators exploring

gamification as a teaching strategy.

Landers, Richard N. “Gamification Misunderstood: How Badly Executed and Rhetorical

Gamification Obscures Its Transformative Potential.” Journal of Management Inquiry,

vol. 28, no. 2, 22 Aug. 2018, pp. 137–140, https://doi.org/10.1177/1056492618790913.

In his article, Richard N. Landers explores the realm of gamification with a focus

on management and organizational contexts. He delves into the differences between rhetorical

gamification, shedding light on its potential. According to Landers, gamification has the

potential to revolutionize management processes. However, its true transformative power has

often been overshadowed by a proliferation of practices called gamification, which prioritizes

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revenue generation over understanding how game-like elements influence human behavior. In

response to this issue, Landers emphasizes the importance of comprehending the psychology of

players and thoughtfully selecting game elements that drive behaviors for gamification to be

successful.

Prince, J. Dale. “Gamification.” Journal of Electronic Resources in Medical Libraries, vol. 10,

no. 3, July 2013, pp. 162–169, https://doi.org/10.1080/15424065.2013.820539. Accessed

17 Dec. 2019.

In an article by J. Dale Prince titled "Gamification," the concept of applying game

design elements in-game scenarios is introduced. Prince explores how gamification can enhance

engagement and encourage desired behaviors in contexts, including libraries. Additionally, he

highlights the significance of gamification inside and outside classroom settings. Prince argues

that gamification can improve engagement and motivation not only in learning but also in adult

activities by incorporating rewarding elements and achievements that incentivize individuals to

complete tasks, thereby fostering motivation and persistence. Many companies incorporate

gamification elements to incentivize customers to visit and earn points and rewards. The concept

of gamification and its potential applications are explored by Prince, who provides insights.

Although specific research data or case studies are lacking in the article, it is a thought-

provoking introduction.

Prince offers examples of how gamification can engage participants while highlighting

the importance of a comprehensive approach to its implementation. Concerns about the adoption

of gamification are addressed by Prince, indicating that simply adding game elements to tasks

may not necessarily result in engaging applications. Sebastian Deterding is referenced as

questioning this approach, emphasizing the importance of design for gamification as games are
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enjoyable due to their well-thought-out design. Criticisms primarily focus on design elements

and the potential for designed gamification leading to behaviors. Moreover, there is concern that

applying gamification to activities might lead to experiences. Experts like Liz Danforth argue

games should provide engagement, creativity, and meaningful storytelling. The article

underscores the significance of designed gamification, understanding the balance between

playfulness and consequences, and offering experiences beyond implementations.

Zeybek, Nilüfer, and Elif Saygı. “Gamification in Education: Why, Where, When, and

How?—a Systematic Review.” Games and Culture, vol. 0, 16 Mar. 2023, p.

155541202311586, https://doi.org/10.1177/15554120231158625.

In Nilüfer Zeybek and Elif Saygı's article, they discuss how they conducted a

review on "Gamification, in Education; Why, Where When and How?"In their article titled

"Gamification in Education: A Comprehensive Overview, " Nilufer Zeybek and Elif Saygi

examine how gamification is used in education. They cover its objectives, application areas,

levels of education, and the different learning environments where gamification is integrated.

The authors conducted a systematic literature review using the Preferred Reporting Elements for

Systematic Reviews and Meta-Analysis (PRISMA) procedure. Their study focuses on answering

four questions: why gamification is employed in education, where it is predominantly used,

when it is applied based on education levels, and how it is incorporated into the learning process.

This article thoroughly explores the goals, areas of application, educational levels, and

integration methods of gamification in education. After analyzing 252 studies, Zeybek and Saygi

conclude that enhancing learner motivation, engagement, and academic achievement is the

objective of using gamification in education. They highlight how this approach positively

influences motivation and learning outcomes across programming, language education,

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engineering, mathematics, science, medicine, and business. The research findings indicate that

gamification is used in settings spanning from kindergarten to higher education. It mainly

focuses on secondary schools and undergraduate programs in computer science, engineering, and

health education. The article goes into detail about the learning environments where gamification

is implemented. It emphasizes how gamification plays a role in enhancing self-confidence,

motivation, and the learning journey in both classrooms and online learning platforms. These

valuable insights organized based on the "why, where, when, and how" aspects of gamification

application in education provide an understanding of its effectiveness. This makes it an

invaluable resource for researchers and educators interested in this field.