A social gamification framework for a K-6 learning platform

By Jorge Simões, Rebeca P. Díaz Redondo, Ana Fernández Vilas. Computers in Human Behavior, 2013

830 citations recorded by the source corpus.

As video games, particularly, social games are growing in popularity and number of users, there has been an increasing interest in its potential as innovative teaching tools. Gamification is a new concept intending to use elements from video games in non-game applications. Education is an area with high potential for application of this concept since it seeks to promote people's motivation and engagement. The research in progress will try to find how to apply social gamification in education, testing and validating the results of that application. To fulfil these objectives, this paper presents the guidelines and main features of a social gamification framework to be applied in an existent K-6 social learning environment.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1e0e0369f8d5921c23c38a4d1e4df06448f3e998

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

In Developmental and Educational Psychology

In Sociology and Political Science

Citations in the corpus

Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning (2016, background): “…have been investigated both within and outside the domain of education and learning (e.g. Domínguez et al., 2013; Hamari, 2013, 2015; Hamari & Koivisto, 2014; 2015a; 2015b; Hakulinen, Auvinen, & Korhonen, 2015; Hanus & Fox, 2015; Lieberoth, 2015; Sim~oes, Díaz Redondo, & Fern andez Vilas, 2013).”
A systematic mapping on gamification applied to education (2014, background): “The main goal of this sort of training-environment is to convey information to the user [31].”
Gamification of e-learning in higher education: a systematic literature review (2023, background): “Bilgin and Gul (2020) Challenges/tasks, (individual, group, social) Points, (group, individual) leaderboards, Badges, Feedback, Goals, Characters (avatars), Rules, Collaboration/ social activities, Competition, Levels Used principles from: (Kapp 15 mai, 2012) (Simões et al., 2013)”
Gamification for Engaging Computer Science Students in Learning Activities: A Case Study (2014, background): “active participation in peer assessment [20], [21], [22], [23], [24]; the latter to engage students in learning, for instance by the use of learning materials such as tutorials or digital tools [25], [26].”
The Model for Introduction of Gamification into E-learning in Higher Education (2015, methodology): “The other, and the most important, is to enable teachers to set up gamified and personalized learning activities, using different learning contents, stored in the platform itself, in a LMS or in the internet cloud (Simões et al., 2013).”
The effect of gamification on motivation and engagement (2018, methodology): “Simões et al. (2013) elaborated upon how gamification works differently from GBL in the classroom.”
A definition for gamification: anchoring gamification in the service marketing literature (2016, methodology): “The term Bgamification^ was first used in 2008, in a blog post by Brett Terrill (2008). He describes the word as Btaking game mechanics and applying them to other web properties to increase engagement.”
Gamification: a systematic review of design frameworks (2017, neutral): “To summarise the reviewed works, some issues related to design frameworks in a learning context are highlighted: • Social relevance design is shared by a few frameworks (Simo˜es et al. 2012; Wongso et al. 2015).”