Author: Mohammad Bagher Khatibi
Institution: Farhangian University
Author: Alireza Badeleh
Institution: Farhangian University
Author: Rouhollah Khodabandelou
Institution: Sultan Qaboos University
Year of publication: 2021
Source: Show
Pages: 17-28
DOI Address: https://doi.org/10.15804/tner.21.65.3.01
PDF: tner/202103/tner6501.pdf

Research on gamification shows that it has positive impacts on learning, performance, motivation, and engagement. To have a big picture on gamification research in higher education, a combination of bibliometric and thematic analysis was conducted. For this study, a total of 432 documents from 2010 to 2020 which have been indexed in Web of Science database are investigated. Additionally, the researchers analyzed a group of 10 articles to review how much contribution they had to the body of research. General tendencies in the way gamification has been changing or developing in academic literature were scrutinized from the perspective of a variety of different factors including the time the works were published; the areas of the research field; and the authors, organizations, countries, and co-authorship publishing the most number of works in the issue. The possible future applications and results for educational organizations and academicians, top academic decision-makers, and educationists are discussed.

REFERENCES:

  • Andrew, S. & Carman, N. (2014). Analysis of Gamification in Education. School of Interactive Arts and Technology, Simon Fraser University.
  • Barber, C., & Smutzer, K. (2017). Leveling for success: Gamification in IS education. Boston: Twenty-third Americas Conference on Information Systems.
  • De Freitas, S. (2018). Are Games Effective Learning Tools? A Review of Educational Games, Journal of Educational Technology and Society, 2 (2), 74-84.
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness. In Proceedings of the 15t International Academic Mindtrek Conference on Envisioning Future Media Environments - Mindtrek ‘11.
  • Ford, J.K., & Meyer, T. (2013). Advances in training technology: Meeting the workplace challenges of talent development, deep specialization, and collaborative learning. In L.T. Convert (Ed.), The psychology of workplace technology, 43-76. Routledge.
  • Godwin, J.R. (2014). Games in language learning: Opportunities and challenges. Language Learning and Technology, 18(2), 9-19.
  • Goethe, O. (2019). Immersion in Games and Gamification. In Human- Computer Interaction Series. Springer International Publishing,107-117.
  • Kapp, K.M. (2012). The gamification of learning and instruction: Game-based methods andstrategies for training and education. San Francisco, CA: John Wiley and Sons.
  • Kim, B. (2015). Designing gamification in the right way. Library Technology Reports. American Library Association.
  • Lister, M. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2). University of Arizona Libraries.
  • Majuri, J., Koivisto, J., & Hamari, J. (2018). Gamification of Education and Learning: A Review of Empirical Literature, The 2ⁿd International GamiFIN conference. Pori. Finland, May 21-23.
  • Reiners, T., & Wood, L. (2015). Gamification in Education and Business. Switzerland: Springer International Publishing.
  • Shute, V.J. & Ke, F. (2012). ‘Games, learning, and assessment’, in D. Ifenthaler, D. Eseryel and X. Ge (eds.), Assessment in game-based learning: Foundations, innovations, and perspectives, pp. 43-58, Springer, London.
  • Yildirim, E. (2016), The effects of gamification-based teaching practices on student achievement and students attitudes toward lessons’, The Internet and Higher Education, 33, 86-92.
  • Zichermann, G. & Cunningham, C. (2011). Gamification by Design: Implementing GameMechanics in Web and Mobile Apps. Cambridge: O’Reilly Media.

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart