Applying gamification in digital learning environments: educational content, dependent variables, educational levels
Subject Areas :
1 - دانشگاه ارومیه
Keywords: Learning environments, gamification, educational content, dependent variables, educational levels,
Abstract :
Learning through gamification has recently attracted the attention of teachers, practitioners and researchers in different subjects and educational levels. Gamified learning environments provide a set of conditions to improve the teaching and learning process by integrating game elements. This research seeks to examine the number of 54 articles for analysis to achieve research questions. Various databases such as Science Direct, Scopus, Wiley, IEEE Explorer, Eric, Web of Science, ACM Digital Library were used to search for related articles. The search period of this systematic research is limited to 2008 to 2021. After limiting the search by time frame and other review criteria, a total of 54 articles were included in the final analysis. The findings indicate that gamification has been used to gamify different educational subjects such as language, science, math, economics, etc. The most gamified educational subjects include English and mathematics, respectively, and the least gamified educational subjects are related to management, art, and geography. Various dependent variables have been investigated in the educational contents of gamified environments, which include learning performance, creativity, cooperation, interaction, academic progress, motivation, attitude, self-regulation and conflict. Among these dependent variables examined in the articles, most of them are related to learning performance. The findings of this study provide suggestions and insights to educators and researchers for future research.
References:
References
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References
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Castañeda, M. A., Guerra, A. M., & Ferro, R. (2018). Analysis on the gamification and implementation of leap motion controller in the I.E.D. Técnico industrial de Tocancipá. Interactive Technology and Smart Education, 15(2), 155–164. https://doi.org/10.1108/ITSE-12-2017-0069
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Cheng, M., Su, C. Y., & Kinshuk, C. Y. (2020). Integrating smartphone-controlled paper airplane into gamified science inquiry for junior high school students: Https://Doi.Org/10.1177/0735633120953598, 59(1), 71–94. https://doi.org/10.1177/0735633120953598
Chu, M. W., & Fowler, T. A. (2020). Gamification of formative feedback in language arts and mathematics classrooms: Application of the learning error and formative feedback (LEAFF) model. International Journal of Game-Based Learning, 10(1), 1–18. https://doi.org/10.4018/IJGBL.2020010101
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Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934-957.
Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K., & Noroozi, O. (2024). Using gamification to support learning in K‐12 education: A systematic literature review. British Journal of Educational Technology, 55(1), 34-70.
Dehghanzadeh, H., Ahmadigol, J., & Dehghanzadeh, H. (2023). The effect of the gamified learning environment on the improvement of creative thinking among undergraduate students in the university unit of Thinking Teaching. University Textbooks; Research and Writting, 27(52), 223-242. 10.30487/RWAB.2023.1995719.1557. [In Persian].
Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011). Gamification. using game-design elements in non-gaming contexts. In CHI'11 extended abstracts on human factors in computing systems (pp. 2425-2428).
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of educational technology & society, 18(3), 75-88.
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