Analysing gamification elements in educational environments using an existing Gamification taxonomy (2008.05473v1)

Abstract: Gamification has been widely employed in the educational domain over the past eight years when the term became a trend. However, the literature states that gamification still lacks formal definitions to support the design and analysis of gamified strategies. This paper analysed the game elements employed in gamified learning environments through a previously proposed and evaluated taxonomy while detailing and expanding this taxonomy. In the current paper, we describe our taxonomy in-depth as well as expand it. Our new structured results demonstrate an extension of the proposed taxonomy which results from this process, is divided into five dimensions, related to the learner and the learning environment. Our main contribution is the detailed taxonomy that can be used to design and evaluate gamification design in learning environments.

Analyzing Gamification Elements in Educational Environments Using a Gamification Taxonomy

The paper by Toda et al. provides an analytical framework regarding the utilization of gamification elements within educational settings. The researchers address the problem of existing frameworks by proposing a detailed taxonomy that systematically categorizes game elements to guide designers and instructors in implementing gamification strategies effectively. The proposed taxonomy is a revised version of a prior model and aims to resolve inconsistencies in nomenclature and concept definitions within gamification literature.

Taxonomy Development

The authors systematically expanded upon a pre-existing taxonomy and introduced a structured approach to categorize game elements across five defined dimensions: Performance/Measurement, Ecological, Social, Personal, and Fictional. Each dimension captures distinct elements and provides critical insights into the interplay between game elements and the educational environment.

Performance/Measurement Dimension

This dimension emphasizes feedback mechanisms, including Points, Levels, and Acknowledgment, such as badges or trophies. These elements orient the learner within the gamified environment by offering extrinsic feedback regarding their progress. The authors assert that, without robust feedback mechanisms, learners might feel disoriented or unrecognized, which could undermine their motivation and engagement.

Ecological Dimension

Game elements such as Chance, Economy, and Time Pressure are grouped under this dimension, representing intrinsic properties of the gamification environment. The authors highlight the subtle influence these elements exert on user behavior, noting the transformative potential of random rewards and time constraints to influence engagement.

Social Dimension

Analyzing interactions between learners, the Social dimension encompasses elements like Competition, Cooperation, and Reputation. These elements foster peer interaction and are significant in enhancing collaborative learning experiences. While competition may incentivize performance, its execution must be cautiously designed to prevent the demotivation of learners who perform below expectations.

Personal Dimension

Critical to individual learner experiences, elements like Novelty, Objectives, and Renovation (retrying tasks) manifest intrinsic motivations within educational environments. Maintaining learner interest and mitigating stagnation are key benefits identified by the authors. This dimension is essential in providing activities that challenge learners cognitively, fostering ongoing engagement and learning.

Fictional Dimension

Few existing frameworks actively utilize gamified narratives or storytelling in educational environments, as indicated by the paper. However, such elements can enhance context comprehension and engagement if appropriately integrated, allowing learners to connect the gamified aspects to meaningful educational tasks.

Implications and Future Research

With this taxonomy, educators and developers have a practical tool for the design and evaluation of gamified educational environments. The authors suggest that their taxonomy provides a reliable means of identifying game elements in existing systems, potentially easing the burden on educators unfamiliar with gamification intricacies.

In conclusion, Toda et al. present a comprehensive taxonomy to systematically guide the selection and implementation of gamification elements in education. Future research as proposed by the paper could provide empirical insights into learner perceptions of gamification, further refining the practical implementation guidelines for educators and developers. Through such advancements, the effective use of gamification in enriching educational experiences remains promising.