Principles of gamification for educational software

It is horrifying to contemplate how

many people believe they cannot learn,

and even more believe that

learning is complex. - Princess Irulan

Frank Herbert

Dune

PROLOGUE

We live in an era where technology has practically transformed our lives, and education is no exception. In recent decades, we have witnessed how digital tools have gained ground in classrooms, changing how we teach and learn. However, despite technological advances, we still need to work on keeping students motivated and engaged in their learning. This is where gamification emerges as a promising strategy.

Gamification understood as the application of game design elements in non-game contexts, has proven to be a powerful tool for increasing motivation and engagement in various fields, from marketing to health. In education, gamification presents an opportunity to transform the learning experience, making it more attractive, interactive, and practical.

The book Principles of Gamification for Educational Software arises from the need for a solid conceptual framework to guide teachers and designers in integrating gamification techniques into developing educational software tools. Throughout its pages, the authors invite us to explore gamification’s theoretical and practical foundations and its application in designing technology-mediated learning experiences.

One of this book’s strengths is its multidisciplinary approach. The authors address the technical aspects of gamification and delve into its psychological, pedagogical, and social dimensions. Through an exhaustive review of scientific literature and case studies, they explore the principles, mechanics, and dynamics that make gamification an effective strategy for promoting learning.

Furthermore, the book offers a critical and reflective look at the application of gamification in education. The authors encourage us to question our objectives when gamifying a learning experience and warn us about this strategy’s possible risks and limitations. In this way, a responsible and well-founded use of gamification is promoted, avoiding the temptation to apply it superficially or as a fad.

Another notable aspect of this book is its practical approach. The authors do not limit themselves to presenting theoretical concepts but offer concrete tools and guides for designing gamified educational software. Through examples, templates, and recommendations, the aim is to facilitate the work of teachers and designers, providing them with a solid starting point for creating innovative and compelling learning experiences.

In a world where education faces the constant challenge of adapting to new realities and demands of society, Principles of Gamification for Educational Software presents itself as a valuable resource for all those interested in exploring new ways of teaching and learning. Whether you are a teacher, an instructional designer, an educational software developer, or an education enthusiast, this book will provide the necessary tools and knowledge to embark on the fascinating world of gamification applied to education.

I invite you to immerse yourself in the pages of this book with an open and curious mind. Let the ideas and proposals presented here inspire you to rethink how you design and develop learning experiences. This book is the starting point for a profound reflection on how we can harness the power of games to transform education and build a future where learning is a motivating, meaningful, and practical experience for all.

SUMÁRIO

Capa

Folha de Rosto

Créditos

1 INTRODUCTION

2 GAMIFICATION

2.1 Definitions

2.1.1 Principles

2.1.1.1 Principles with a Technological Character

2.1.1.2 Principles of the Macro-process

2.1.1.3 Principles of Real Work

2.1.1.4 Principles of Educational Environments

2.1.2 Life Cycle

2.1.3 Players

2.1.3.1 Classification of Players in Gamification

2.1.3.2 Technology Acceptance: TAM Model

2.1.3.3 User Experience

2.1.4 Psychological Aspects

2.1.4.1 Behavioral Aspects

2.1.4.2 Cognitive and Constructivist Aspects

2.1.4.3 Humanistic Aspects

2.1.4.4 Motivation

2.2 Gamification in Education

2.2.1 Benefits

2.2.2 Impact

3 MOTIVATION IN GAMIFICATION

3.1 General Aspects

3.2 Types of Motivation

3.3 Motivation and Educational Software

3.4 Motivation and Gamification

3.4.1 Educational Software with Gamification

3.4.2 Motivational Risks

4 EXISTING EXPERIENCES

4.1 Gamification

4.2 Gamification in Higher Education

4.3 Frameworks

5 CONCLUSIONS

5.1 Gamification

5.2 Impact on Educational Software

5.3 Psychological Aspects in Implementing Gamification

5.4 Motivation and Gamification

5.5 Risks and Considerations

5.6 Frameworks and Models

5.7 General Conclusions

5.8 Gaps and Limitations

REFERENCES

Landmarks

cover

titlepage

copyright-page

Table of Contents

bibliography

1 INTRODUCTION

Since immemorial, incorporating playful elements in social life and human development has remained constant. Play techniques have been used to foster learning, socialization, and personal growth in diverse cultures throughout history (Freudmann & Bakamitsos, 2014). These practices have evolved and adapted to different contexts, finding applications in areas as varied as health, education, and personal development (Johnson et al., 2016; Sardi et al., 2017; Scheibe, 2018).

In education, a significant transformation has been evident in recent decades. Traditional educational models, in which the teacher assumed the role of expert and transmitter of knowledge, focusing on the lecture as the primary teaching method, have given way to more innovative and student-centered approaches (Fabres Fernández, 2016; Martín Sánchez, 2009). These new models seek to place the student at the center of the learning process, recognizing their active role and ability to construct knowledge.

This transition towards more participatory and student-centered educational models has been driven by various research and academic theories highlighting the importance of active learning, intrinsic motivation, and student autonomy in the educational process. Theories such as constructivism, meaningful learning, and problem-based learning have provided a conceptual framework for rethinking education and designing pedagogical strategies that promote the student’s comprehensive development.

In this context, integrating play techniques in education has emerged as a promising strategy to foster student motivation, engagement, and effective learning. Gamification, understood as applying game design elements in non-game contexts, has gained ground in education as a tool for creating more attractive, interactive, and meaningful learning experiences.

Numerous studies have explored the benefits of gamification in the educational field, highlighting its potential to increase students’ intrinsic motivation, promote active participation, foster collaboration and teamwork, and support the development of cognitive and socio-emotional skills (Johnson et al., 2016; Sardi et al., 2017; Scheibe, 2018). Additionally, it has been shown that gamification can contribute to knowledge retention, transfer of learning, and practical application of the studied content.

However, it is essential to emphasize that the effective implementation of gamification in the educational field requires careful and well-founded design. It is not simply a matter of superficially adding playful elements but instead integrating them coherently with the learning objectives, the characteristics of the students, and the specific educational context. Furthermore, it is essential to consider the possible risks and limitations of gamification, avoiding the trivialization of learning or cognitive overload for students.

In summary, integrating play techniques in education represents an opportunity to transform teaching-learning processes, placing students at the center and fostering their motivation, engagement, and comprehensive development. However, its practical implementation requires a reflective, well-founded, and adapted approach to each educational context’s specific needs and characteristics.

In traditional educational models, the student’s role was limited to that of a passive information receiver. In this approach, the teaching-learning process focuses mainly on the one-way transmission of knowledge by the teacher. At the same time, the student was relegated to a secondary and non-participatory role. The classroom dynamic was based on the teacher’s exposition, who was responsible for selecting, organizing, and presenting the content, expecting students to assimilate and reproduce it when necessary (McClure et al., 2003).

In this model, the motivational aspects of the student were not considered a relevant factor in the learning process. It was assumed that attending class and receiving the information was sufficient for the student to acquire the necessary knowledge. The assessment of learning focused primarily on the student’s ability to reproduce the received data, whether through exams, written assignments, or oral presentations. The methodological resources employed, such as note-taking and literature analysis, were aimed at facilitating the memorization and repetition of content without necessarily fostering deep understanding, critical reflection, or practical application of the acquired knowledge (McClure et al., 2003).

However, this passive and information-transmission-centered approach presents several problems. One of the most significant is not considering the students’ motivational aspects more. This model can generate disinterest, apathy, and a lack of commitment to the learning process by not considering the students’ interests, needs, and expectations. Consequently, class attendance decreases, as students need to perceive the value and relevance of the imparted content (Riley & Ward, 2017).

Furthermore, technological changes have had a significant impact on the way students access and process information. With the proliferation of the internet and digital resources, students can access vast information and learning tools outside the classroom. This has changed students’ perception of the need and contribution of a passive, knowledge-transmission-centered learning model. Students expect more interactive, participatory, and relevant learning experiences for their lives and contexts (Riley & Ward, 2017).

This paradigm shift has led to questioning the effectiveness of traditional models and has driven the search for more student-centered educational approaches that consider their motivations, interests, and needs. The importance of fostering active student participation, promoting collaborative learning, developing critical thinking and problem-solving skills, and connecting content with real-life situations has been recognized.

In this context, integrating gamification techniques in educational software is a promising strategy to address students’ motivational and engagement challenges. Incorporating game elements into the learning process aims to create more attractive, interactive, and rewarding student experiences, fostering participation, motivation, and commitment to learning.

However, it is essential to emphasize that gamification is not a magic solution, and its effectiveness depends on proper and well-founded implementation. Gamification strategies must be carefully designed, considering the learning objectives, the characteristics of the students, and the specific educational context. Additionally, gamification should be integrated coherently with other pedagogical approaches and educational resources, seeking a balance between the extrinsic motivation provided by game elements and the student’s intrinsic motivation to learn.

With this, traditional educational models, centered on the passive transmission of information, have shown limitations in fostering student motivation and engagement. The lack of consideration of motivational aspects and technological changes has led to questioning the effectiveness of these approaches. In this context, gamification emerges as a promising strategy to address these challenges, seeking to create more attractive and participatory learning experiences. However, its practical implementation requires careful and well-founded design and coherent integration with other pedagogical approaches and educational resources.

Over the years, various techniques and strategies have been developed and applied to foster students’ active participation in their learning process. These techniques seek to arouse students’ interest, maintain their motivation, and promote effective learning inside and