The Importance Of Gamification In Education

Conclusion

Towards an Evaluation of Gamification Praxis Kapp, Blair & Mesch (2014) stated that there are several reasons to engage gamification successfully into the teaching and learning practices: First, gamification has to be used in a way that allows for creating interaction and interconnectivity among the learners. Second, it has to foster motivation and promote engagement in the learning activities. Third, it has to facilitate the execution of critical thinking skills. Fourth, it should invite a positive behavior change in the learners. Fifth, authentic learning activities have to result from the successful integration of gamification. To provide a thorough evaluation of the use of gamification in the three WSU college courses, the above

It was concluded that the use of gamified activities increased students’ commitment to do the required readings, changed their beliefs about the task value of gamification as an instructional tool in Dr. Ferdinand’s class, increased participation as in Romeo’s testimony, and the opportunity and determination to try multiple times without the fear of failing. However, some types of positive behavior rewarded in class such altruism or punctuality can be verified as a positive change of behavior. This could be researched in independent mixed -method study researching the effect of gamification before and after or in comparison groups. Authentic learning activities or products should be one of the benefits of the successful integration of gamification according to Kapp, Blair & Mesch (2014). They posited that authentic learning activities are the ones, which could be transferred and linked to real-life skills and scenarios. Not only had the gamified cultural simulations achieve this based on the testimony of Dr. Edward and his students, some of student-teachers in Dr. Fred’s class provided statements in support of this from their own teaching experience. Ray

We find that the attitudes and belief of the professors might have influenced the selection and the scope of incorporating video game elements into the course. For example, Dr. Edwards’ belief about what gamification represents, specifically the use of points, affected the way gamification was activated within his course. Although he used points during the game quiz, he did not have the full desire to experiment with it more. Sometimes, he made a comment, which might have affected the students’ perception of badges and rewards: “It looks silly! But it is something to show appreciation of your effort.” Although his beliefs might have changed regarding the use of gamification, Dr. Edwards resistance and attitude might have affected his students’ perception of it. Furthermore, his strong recommendation in addition of Dr. Chad to use Voki.com as an avatar-creation tool caused some levels of disengagement among their students, although initially they were highly motivated to engage in the assignment as inferred from quantitative and qualitative