- Author:
Mohammad Bagher Khatibi
- E-mail:
m.b.khatibi@gmail.com
- Institution:
Farhangian University
- Author:
Alireza Badeleh
- E-mail:
alireza.badeleh@gmail.com
- Institution:
Farhangian University
- Author:
Rouhollah Khodabandelou
- E-mail:
r.bandelou@squ.edu.om
- 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.
- Author:
Katarzyna Skok
- E-mail:
k.skok@uwb.edu.pl
- Institution:
Faculty of Education, University of Bialystok, Białystok
- ORCID:
https://orcid.org/0000-0002-1309-9674
- Year of publication:
2022
- Source:
Show
- Pages:
186-201
- DOI Address:
https://doi.org/10.15804/kie.2022.04.11
- PDF:
kie/138/kie13811.pdf
One of the innovative perspectives to increase student involvement is gamification. The article aims to analyse selected motivational mechanisms in the context of gamification tools. The pragmatic nature of students (obtaining a better final grade, improving the organisation of the learning process) is compared with players’ experiences and the offered gamification models. While students’ goals relate mainly to effectiveness (study certificates, practical skills and knowledge with minimum effort), games are process-oriented (fun, engagement). The paper states that the differences may be apparent and proposes motivational tools that can make learners’ experience resemble players’ one. Particular attention is paid to the art of failure, autonomy, community and mandatory fun, which are discussed from the perspective of the theory of self-determination (competence, autonomy, relatedness) and cognitive dissonance (effort justification, insufficient punishment, counter-attitudinal advocacy paradigm). The article advocates voluntary participation or at least the choice of different educational paths and tools. Secondly, the paper encourages implementing features enabling students stress-free freedom to experiment and experience failure.