ABSTRACT

Gamification, the application of game elements to non-game situations, has gained traction in education as a mechanism for improving motivation and/or learning outcomes. Although it is widely accepted that gamification enhances these aspects of engagement in business and education settings, there is equivocal supporting evidence. Research has emphasised behavioural responses to gamification, although there is some evidence that gamification can support deeper cognitive and affective aspects. It continues to remain unclear how gamification influences student engagement and leads to learning, a significant gap in the literature to date. In this conceptual article, we fill the gap between practice and theory through the synthesis of student engagement and gamification literature into a new Gamification for Student Engagement Framework. The provisional Framework should, for the first time, enable practitioners to systematically design gamified learning experiences, through the purposeful selection of game attributes according to the desired student experience, and consequence of, engagement. Although we focus on learning outcomes, the Framework has the potential to improve others such as student satisfaction and wellbeing across many settings and disciplines. It can also be used to gather much needed empirical evidence about the effectiveness of the approach on desired outcomes.

摘要

游戏化，即将游戏元素应用到非游戏情境中，作为一种提高动机和/或学习成果的机制，在教育中获得了广泛的关注。尽管人们普遍认为游戏化增强了商业和教育环境中参与的这些方面，但有模棱两可的支持证据。研究强调了对游戏化的行为反应，尽管有一些证据表明游戏化可以支持更深层次的认知和情感方面。游戏化如何影响学生参与并导致学习仍然不清楚，这是迄今为止文献中的一个重大空白。在这篇概念性文章中，我们通过将学生参与和游戏化文献综合到一个新的学生参与框架游戏化来填补实践与理论之间的差距。临时框架应首次使从业者能够系统地设计游戏化的学习体验，通过根据所需的学生体验和参与结果有目的地选择游戏属性。尽管我们专注于学习成果，但该框架有可能在许多环境和学科中改善其他方面，例如学生的满意度和幸福感。它还可用于收集关于该方法对预期结果的有效性的急需的经验证据。该框架有可能在许多环境和学科中改善其他方面，例如学生的满意度和幸福感。它还可用于收集关于该方法对预期结果的有效性的急需的经验证据。该框架有可能在许多环境和学科中改善其他方面，例如学生的满意度和幸福感。它还可用于收集关于该方法对预期结果的有效性的急需的经验证据。