BEYOND PLAY: SYSTEMATIC INSIGHTS INTO GAMIFYING EDUCATION ACROSS PEDAGOGICAL, PERSONAL, AND GAMIFICATION DIMENSIONS
Öz
Different variables such as motivation, achievement, and engagement have been investigated in studies on gamification in the field of educational technologies. However, the obtained results differ, which emphasizes the need for studies based on concrete findings related to current trends and needs. In this study, we aim to reveal current research trends regarding gamification in education, identify current research needs, and make suggestions to guide future research through our systematic review. Instead of presenting limited results linked to a certain education level, learning environment, or variable, we share the results of research undertaken at all education levels and digital learning settings collectively and by categorizing (pedagogical, personal, and gamification) all the variables examined. One of the important results of the research is that gamification can be an alternative for solving the problems regarding motivation and participation in distance education. In conclusion, we provide practical suggestions for educators and instructional designers on how to apply gamified learning environments.
Anahtar Kelimeler
Gamification Education Gamified learning environments Instructional technologies Systematic review
Kaynakça
- Aguiar-Castillo, L., Clavijo-Rodriguez, A., Hernandez-Lopez, L., De Saa-Perez, P., & Perez-Jimenez, R. (2021). Gamification and deep learning approaches in higher education. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100290.
- Albuquerque, J., Bittencourt, I. I., Coelho, J. A. P. M., & Silva, A. P. (2017). Does gender stereotype threat in gamified educational environments cause anxiety? An experimental study. Computers & Education, 115, 161-170. https://doi.org/10.1016/j.compedu.2017.08.005
- Aldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235-254. https://doi.org/10.1016/j.chb.2017.10.001
- Almeida, C., Kalinowski, M., Uchôa, A., & Feijo, B. (2023). Negative effects of gamification in education software: Systematic mapping and practitioner perceptions. Information and Software Technology, 156, 107142.
- Alsadoon, E., Alkhawajah, A., & Suhaim, A. B. (2022). Effects of a gamified learning environment on students’ achievement, motivations, and satisfaction. Heliyon, 8(8), e10249.
Öz
Kaynakça
- Aguiar-Castillo, L., Clavijo-Rodriguez, A., Hernandez-Lopez, L., De Saa-Perez, P., & Perez-Jimenez, R. (2021). Gamification and deep learning approaches in higher education. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100290.
- Albuquerque, J., Bittencourt, I. I., Coelho, J. A. P. M., & Silva, A. P. (2017). Does gender stereotype threat in gamified educational environments cause anxiety? An experimental study. Computers & Education, 115, 161-170. https://doi.org/10.1016/j.compedu.2017.08.005
- Aldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235-254. https://doi.org/10.1016/j.chb.2017.10.001
- Almeida, C., Kalinowski, M., Uchôa, A., & Feijo, B. (2023). Negative effects of gamification in education software: Systematic mapping and practitioner perceptions. Information and Software Technology, 156, 107142.
- Alsadoon, E., Alkhawajah, A., & Suhaim, A. B. (2022). Effects of a gamified learning environment on students’ achievement, motivations, and satisfaction. Heliyon, 8(8), e10249.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Hayat Boyu Öğrenme, Eğitim Programları ve Öğretim (Diğer) |
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Nisan 2025 |
| Gönderilme Tarihi | 9 Mart 2024 |
| Kabul Tarihi | 21 Mayıs 2024 |
| Yayımlandığı Sayı | Yıl 2025 Cilt: 26 Sayı: 2 |