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Gamification Design for Educational Contexts Theoretical and Practical Contributions /

Have you ever wondered how to best add game-like elements to your (online) courses? What makes some game features desirable, and others boring? This book covers gamification design in educational domains. It is aimed at practitioners, researchers and academics alike. Gamification design is a recent...

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Bibliografiske detaljer
Institution som forfatter: SpringerLink (Online service)
Andre forfattere: Toda, Armando (Editor), Cristea, Alexandra I. (Editor), Isotani, Seiji (Editor)
Format: Electronisk eBog
Sprog:engelsk
Udgivet: Cham : Springer International Publishing : Imprint: Springer, 2023.
Udgivelse:1st ed. 2023.
Fag:
Education > Data processing.
User interfaces (Computer systems).
Human-computer interaction.
Educational technology.
Computers and Education.
User Interfaces and Human Computer Interaction.
Digital Education and Educational Technology.
Online adgang:https://doi.org/10.1007/978-3-031-31949-5
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Indholdsfortegnelse:
  • Part I Fundamentals Gamification for Education
  • Armando Toda, Alexandra I. Cristea, Seiji Isotani
  • 1 Games and Gamification
  • 2 Gamification in Education
  • 3 For Practitioners
  • References
  • Gamification and Motivation
  • Paula T. Palomino, Luiz Rodrigues, Armando Toda
  • 1 Introduction
  • 2 Self-determination theory
  • 2.1 Dissecting Self-Determination Theory
  • 2.2 Application
  • 2.3 Summary
  • 21 3 Flow Theory
  • 3.1 Dissecting Flow Theory
  • 3.2 Application
  • 3.3 Summary
  • 4 Cognitive load theory
  • 4.1 Dissecting Cognitive Load Theory
  • 4.2 Application
  • 4.3 Summary
  • 5 Goal-setting Theory
  • 5.1 Dissecting Goal-setting Theory
  • 5.2 Applications
  • 5.3 Summary
  • 6 Theory of Gamified Learning
  • 6.1 Dissecting the Theory
  • 6.2 Applications
  • 6.3 Summary
  • 7 Gamification Science
  • 7.1 Dissecting Gamification Science
  • 7.2 Applications
  • 7.3 Summary
  • 8 Concluding Remarks
  • References
  • Ethical challenges in gamified education research and development: An umbrella review and potential directions
  • Ana Carolina Tomé Klock, Brenda Salenave Santana, and Juho Hamari
  • 1 Introduction
  • 2 Background
  • 3 Methodology
  • 3.1 Research questions
  • 3.2 Inclusion criteria
  • 3.3 Search process
  • 3.4 Screening procedure
  • 3.5 Data extraction plan
  • 4 Results
  • 4.1 How to make ethical gamification? (RQ1)
  • 4.2 How to make gamification ethical? (RQ2)
  • 5 Final remarks
  • Acknowledgements
  • References
  • Theories around Gamification in Education
  • Paula T. Palomino
  • 1 Introduction
  • 2 Gamification Theories for Education
  • 2.1 Human-Computer Interaction and User Experience
  • 2.2 Gameful Experiences, Gameful Systems, Gameful Design
  • 2.3 Gamification Frameworks
  • 2.4 Learning Objectives and Learning Activities Types (LATs)
  • 2.5 ADDIE Instructional Design Framework
  • 2.6 Narrative Concepts
  • 3 Gamification Frameworks and Guidelines for Education
  • 4 Gamification as User Experience (UX)
  • 5 Concluding Remarks
  • References
  • Part II Methods and Tools
  • TGEEE: Analysis and suggestions for use.-Armando Toda, Alexandra Cristea
  • 1 Introduction
  • 2 Taxonomy of Gamification Elements for Educational Environments
  • 2.1 Performance / Measurement Dimension
  • 2.2 Ecological Dimension
  • 2.3 Social Dimension
  • 2.4 Personal Dimension
  • 2.5 Fictional Dimension
  • 3 Discussions Limitations of our TGEEE
  • 4 Concluding Remarks
  • References
  • Using Participatory Design to design Gamified interventions in educational environments
  • Armando Toda, Elad Yacobson, Giora Alexandron, Paula Palomino, Mauricio Souza, Elian Santos, Alinne Corrêa, Rodrigo Lisboa, Thiago Damasceno Corrêa, and Alexandra Cristea
  • 1 Introduction
  • 2 Methods
  • 3 Case Studies
  • 3.1 Gamification of PeTeL
  • 3.2 Gamification of a Higher Education virtual course
  • 4 Concluding Remarks
  • References
  • Data Mining in Gamified Learning
  • Luiz Rodrigues and Armando Toda
  • 1 Introduction
  • 2 Data Mining Project
  • 2.1 Planning and Reporting
  • 2.2 Executing
  • 3 EDM Tools
  • 3.1 Weka
  • 3.2 Orange
  • 3.3 R
  • 3.4 Python
  • 4 Hands-on Data-driven Gamification
  • 4.1 GARFIELD: A Regression-based Recommender System
  • 4.2 Adaptive Gamification based on Player Type Classification
  • 5 Practical Recommendations
  • 6 Future Directions
  • 7 Final Considerations
  • References
  • Part III Miscellaneous
  • The Dark Aspects of Gamification in Education
  • Armando Toda
  • 1. Introduction
  • 2 Barriers when adopting gamification in educational contexts
  • 3 Negative effects on students
  • 4 Design principles for gamified interventions
  • 5 Concluding remarks
  • References
  • Evaluation of TGEEE by education professionals
  • Armando Toda, Marcia Almeida, Luis Salinas
  • 1 Introduction
  • 2 Methods
  • 2.1 First survey study
  • 2.2 Second survey study
  • 3 Results
  • 3.1 Results from first study
  • 3.2 Results from second study
  • 4 Discussions
  • 5 Concluding Remarks
  • References.

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