Toda / Cristea / Isotani Gamification Design for Educational Contexts

Theoretical and Practical Contributions
1. Auflage 2023
ISBN: 978-3-031-31949-5
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 137 Seiten, eBook

Reihe: Computer Science

Have you ever wondered how to best add game-like elements to your (online) courses? What makes some game features desirable, and others boring? This book covers gamification design in educational domains. It is aimed at practitioners, researchers and academics alike. Gamification design is a recent and relevant topic in many domains; however, it is not well explored in the domain of education, with only a few frameworks available and most of these being only academic (e.g., theoretical) and not addressing practical issues related to education practitioners (e.g., teachers and instructors). The book is divided into 3 parts, in part 1 we explain some basic concepts related to gamification and gamification design, its importance for the education domain, possible negative effects if gamification design is neglected, and aspects that are still not encompassed by this field. Following, part 2 focus on explaining data-driven gamification design concepts as well as a research framework on how to use data mining algorithms to analyze and interpret data to generate strategies that can be used in education domain. It also presents a conceptual framework on how to apply those strategies in the education domain, focusing on the teacher and instructor; Finally, part 3 presents discussions regarding the concepts covered in the book, as well as possible research directions

Zielgruppe

Research

Autoren/Hrsg.

Toda, Armando

Cristea, Alexandra I.

Isotani, Seiji

Inhaltsverzeichnis

Part I Fundamentals Gamification for EducationArmando Toda, Alexandra I. Cristea, Seiji Isotani 1 Games and Gamification2 Gamification in Education3 For PractitionersReferencesGamification and MotivationPaula T. Palomino, Luiz Rodrigues, Armando Toda1 Introduction2 Self-determination theory2.1 Dissecting Self-Determination Theory2.2 Application2.3 Summary21 3 Flow Theory3.1 Dissecting Flow Theory3.2 Application3.3 Summary4 Cognitive load theory4.1 Dissecting Cognitive Load Theory4.2 Application4.3 Summary5 Goal-setting Theory5.1 Dissecting Goal-setting Theory5.2 Applications5.3 Summary6 Theory of Gamified Learning6.1 Dissecting the Theory6.2 Applications6.3 Summary7 Gamification Science7.1 Dissecting Gamification Science7.2 Applications7.3 Summary8 Concluding RemarksReferencesEthical challenges in gamified education research and development: An umbrella review and potential directionsAna Carolina Tomé Klock, Brenda Salenave Santana, and Juho Hamari1 Introduction2 Background3 Methodology3.1 Research questions3.2 Inclusion criteria3.3 Search process3.4 Screening procedure3.5 Data extraction plan4 Results4.1 How to make ethical gamification? (RQ1)4.2 How to make gamification ethical? (RQ2)5 Final remarksAcknowledgementsReferencesTheories around Gamification in EducationPaula T. Palomino1 Introduction2 Gamification Theories for Education2.1 Human-Computer Interaction and User Experience2.2 Gameful Experiences, Gameful Systems, Gameful Design2.3 Gamification Frameworks2.4 Learning Objectives and Learning Activities Types (LATs)2.5 ADDIE Instructional Design Framework2.6 Narrative Concepts3 Gamification Frameworks and Guidelines for Education4 Gamification as User Experience (UX)5 Concluding RemarksReferencesPart II Methods and ToolsTGEEE: Analysis and suggestions for useArmando Toda, Alexandra Cristea1 Introduction2 Taxonomy of Gamification Elements for Educational Environments2.1 Performance / Measurement Dimension2.2 Ecological Dimension2.3 Social Dimension2.4 Personal Dimension2.5 Fictional Dimension3 Discussions Limitations of our TGEEE4 Concluding RemarksReferencesUsing Participatory Design to design Gamified interventions in educational environmentsArmando Toda, Elad Yacobson, Giora Alexandron, Paula Palomino, Mauricio Souza, Elian Santos, Alinne Corrêa, Rodrigo Lisboa, Thiago Damasceno Corrêa, and Alexandra Cristea1 Introduction2 Methods3 Case Studies3.1 Gamification of PeTeL3.2 Gamification of a Higher Education virtual course4 Concluding RemarksReferencesData Mining in Gamified LearningLuiz Rodrigues and Armando Toda1 Introduction2 Data Mining Project2.1 Planning and Reporting2.2 Executing3 EDM Tools3.1 Weka3.2 Orange3.3 R 3.4 Python4 Hands-on Data-driven Gamification4.1 GARFIELD: A Regression-based Recommender System4.2 Adaptive Gamification based on Player Type Classification5 Practical Recommendations6 Future Directions7 Final ConsiderationsReferencesPart III MiscellaneousThe Dark Aspects of Gamification in EducationArmando Toda1. Introduction2 Barriers when adopting gamification in educational contexts3 Negative effects on students4 Design principles for gamified interventions5 Concluding remarksReferencesEvaluation of TGEEE by education professionalsArmando Toda, Marcia Almeida, Luis Salinas1 Introduction2 Methods2.1 First survey study2.2 Second survey study3 Results3.1 Results from first study3.2 Results from second study4 Discussions5 Concluding Remarks References

Über Autor(innen)

Armando Toda is a lecturer at the University of Sao Paulo, as well as a Postdoctoral Research Assistant at Durham University, and a Postdoc at the University of Sao Paulo. His research includes gamification applied to education, computational thinking, programming learning and training, human-computer interaction, software engineering, and artificial intelligence applied to education.

Alexandra Cristea is a Professor, Deputy Executive Dean of the Faculty of Science, Director of Research and Founder of the Artificial Intelligence in Human Systems research group in the Department of Computer Science at Durham University. Her research includes web science, learning analytics, user modelling and personalisation, semantic web, social web and, authoring.

Seiji Isotani is a visiting professor of education at the Harvard Graduate School of Education, and a professor of computer science and learning technology at the University of Sao Paulo, Brazil. He has a Ph.D. in information engineering from Osaka University, Japan, and was a postdoctoral researcher at Carnegie Mellon University. He is widely recognized for his work in the fields of Gamification in Education, Intelligent Tutoring Systems (ITS), and Artificial Intelligence in Education (AIED).