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Gamification: Annotated Bibliography
Chen, L., Chen, T., & Liu, H.
(2010). Perception of Young Adults on Online Games: Implications for Higher
Education. Turkish Online Journal Of
Educational Technology - TOJET, 9(3), 76-84.
This
research study looked to identify the perceptions of young adults on the
implementation of game-based learning in higher education. The study was a
Q-method study for quantitative analysis of subjective data. The sample of the
study was 30 young adults from 19-25 years of age. 20 were males while 10 were
females. Half of the respondents were gamers and half were non-gamers.
Respondents were asked to express their opinions of online gaming. The results
of this study indicated that most of the students were philosophically opposed
to online gaming, yet some indicated that online games have some benefits.
The
question raised from this study is if higher education should turn its back on
this emerging media? This study exposed weaknesses in game design and the
alignment of game material to assessment criteria. What I took from this study
is that game goals should match learning objectives and students should have
more input with game designers. Attention should also be paid to narrative
storylines, characters and graphics to be accepted by a diverse student
population.
Ebner, M. & Holzinger, A. (2007). Successful
implementation of user-centered game based learning in higher education: an
example from civil engineering. Computers and Education, 49(3), 873–890.
The
objective of this study was to gain insight on the potential of online games to
contribute to student learning in higher education. An online game was used for
a Master’s level lecture series involving 121 seventh semester students. The
method of measurement used was a pre-post test with an experimental control
group with questionnaires and online evaluation. The results of the study
indicated that the minimum learning requirements were met with both traditional
and game-based methods.
The conclusion of this study indicated that,
while the minimum requirements were met with both methods, the students
experienced more enjoyment with the game-based method than those that did not
play the game. Simple usability within the game design was essential for
students to focus on the learning material presented through the game. The use
of computers evoked students’ curiosity to play the game. Once students were
playing the game the internet-based tool led to an unconscious process of
incidental learning.
Harrison, B., & Roberts, D. L.
(2011, June). Using sequential observations to model and predict player
behavior. In Proceedings of the 6th International Conference on Foundations
of Digital Games (pp. 91-98). ACM.
This
study observed game players’ motivation to predict what players would do in a
game by examining data from former players in similar situations. The study
tested 100 characters from the game World
of Warcraft. The researchers developed an algorithm to gauge the tendencies
of characters to acquire achievements. The results provided accurate prediction
of what players would do within the game.
The
implications of this study provide insight into how players react to in-game
situations. Looking at player motivation in a popular game like World of Warcraft moves game developers
closer to be able to create a personalized user experience. One of the
challenges of educational game developers is to create tasks, challenges, and
goals that mirror the success of popular games. What elements do developers
need to tap into to drive educational game to succeed?
O'Donovan, Siobhan (2012) Gamification of the Games Course. (Technical Report CS12-04-00). Retrieved
from University of Cape Town, Department of Computer Science website: http://pubs.cs.uct.ac.za/archive/00000771/01/Gamification_of_the_Games_Course.pdf
The
objective of this study was to determine if gamification techniques could
motivate students to so coursework. The study measured the type of gamers and
the level of motivation they possess for education appropriate gamification. 90
anonymous university students took part as participants in two surveys.
Questions were designed to classify students into seeker, survivor, achiever,
daredevil, socializer, mastermind, or conqueror gaming personalities. The study
found that the average types of gamers are masterminds, conquerors, and
seekers. These types of players like to solve puzzles, beat others, and
discover interesting things.
The implications of this study
extend to any developers designing games for educational purposes. The study
drew upon average gamer types in order to reveal game techniques that have the
potential to be effective in an educational setting. Games should have a strong
storyline, a reward system, and complex tasks and goals. Additionally, a
leaderboard would appeal to conquerors who wish to beat others.
Panoutsopoulos, H., & Sampson,
D. G. (2012). A Study on Exploiting Commercial Digital Games into School Context. Journal Of Educational Technology &
Society, 15(1), 15-27.
This
research study aimed to determine if game-based learning is more effective than
non game-based learning. The study participants were 59 junior high school
students separated into one 30-student experimental group, and one 29-student
control group. They were given a posttest to determine the efficacy of the use
of Sims 2-Open for Business, a
business simulation game, on learning. The test measured the ability of the
game to achieve standard curriculum mathematics educational objectives. The
post-questionnaire asked participants their opinion about using games to teach
math, and if the game helped them understand mathematics concepts. The results
of the study concluded that general-purpose commercial games could contribute
to the achievement of educational objectives.
The success of commercial games to
support educational contexts allowed students to draw connections to real world
situations. The use of simulation games and game-based scenarios in Sims 2-Open for Business draw upon
practical business models for innovative game construction. Video games engage
and motivate people to acquire knowledge to solve in game problems that apply
to real-life problems. Players can explore and test hypotheses within the
context of virtual worlds, and learn according to success or failure.
Educational game developers can use this model to offer students the ability to
seek knowledge and test the application in a low stress environment.
Schrader, P. P., & McCreery,
M. (2008). The acquisition of skill and expertise in massively multiplayer
online games. Educational Technology
Research & Development, 56(5/6), 557-574. doi:10.1007/s11423-007-9055-4
This
research article examined the Massively Multiplayer Online Game (MMOG) World of Warcraft as a context for
learning. The investigation measured player’ age and level of expertise as they
relate to strategies, behaviors, and skills in the MMOG environment. Data, in
the form of questionnaires, was collected from 2,140 World of Warcraft players recruited from game forums. Participant
were 18 years of age and older and consisted of nearly 85% male participants.
Questions, designed for this study, look to find relationships between game
knowledge and performance, collaboration, technological competence, and status.
The study found that expertise within the game was directly related to
knowledge and performance and technological competence. Additionally younger
participants rated their level of expertise higher than older participants.
In an educational context, this
study would imply that younger and more technologically savvy students would
have a greater opportunity to master the content of highly complex
environments. Expert gamers have a higher level of gaming knowledge and
technical ability. While these studies are not necessarily applicable to
educational settings, they can be used in educational game development.
Learners, like MMOG gamers, are empowered through dynamic environments by
scaffolding technical skills and content knowledge.
Additional
References
Bartle, R. (1996). Hearts, clubs,
diamonds, spades: Players who suit MUDs. Journal of MUD research, 1(1),
19.
Cavalli, E. (2008, January 18).
Man imitates America’s Army, saves lives. Wired.
Retrieved from http://www.wired.com/gamelife/2008/01/americas-army-t/
Green, M., & McNeese, M.
(2007). Using Edutainment Software to Enhance Online Learning. International Journal On E-Learning, 6(1),
5-16.
PaxtonRU. (2008, January 21) Video Game Saves Lives- America's Army Gamer
Paxton Galvanek [Video file]. Retrieved from http://youtu.be/uLzTMU79UH8
Russell, C., & Shepherd, J.
(2010). Online Role-Play Environments for Higher Education. British Journal Of Educational Technology,
41(6), 992-1002.
Whitton, N. (2012). The place of
game-based learning in an age of austerity. Electronic
Journal Of E-Learning, 10(2), 249-256.
Wildermuth, S. (2012, January 24) Overturned SUV. [Photograph] Retrieved
from http://www.flickr.com/photos/53245952@N08/6768494427/in/photostream/
