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Welcome to Exploring the Gamified Learning Experience @ EDUHK
Gamification
Gamification
GAM.I.FI.CA.TION [ɡāmifəˈkāSHən]
GAM.I.FI.CA.TION [ɡāmifəˈkāSHən]
"The use of game design elements in non-game contexts"
"The use of game design elements in non-game contexts"
(Deterding, Sicart, Nacke, O'Hara & Dixon, 2011)
Welcome to the education research project “Gamification of Learning and Gamified Assessment in Higher Education”, which is conducted by Education University of Hong Kong, Department of Curriculum and Instruction and collaboration with the Department of Psychology. In this website, you can find plenty of examples about the implementation of gamification in teaching and learning, mainly focused on Higher Education and also some ideas of gamification in Primary Education.
The main objectives are four folds:
1) To explore the changes, if any, that the gamified model has on students’ flow of learning experience.
2) To examine and design the mechanics of designing a gamified curriculum.
3) To produce gamification activities and gamified assessments that can be used to supplement higher education teaching and learning.
4) To provide recommendations regarding the adoption of gamified pedagogy and gamified assessments in higher education.
Mixed-Method Research: Effects of Gaming in University Teaching
Mixed-Method Research: Effects of Gaming in University Teaching
Traditional lectures are often boring. Students may fall asleep during the lecture. To optimize the lecture, gamification may be useful for teachers to keep the lecture interesting. This study aims at investigating how gamification can enhance university student learning experience. The outcome variables for measuring learning experience include flow, course experience (good teaching, generic skills), and study approach (deep, surface) to be measured pre-and-post. The mediators to measure learning process include curiosity (as a feeling of deprivation or interest) and gamification assessment (motivation, cognitive, social processing).
Gamified Teaching Materials for Primary Education to Higher Education
Gamified Teaching Materials for Primary Education to Higher Education
Use in Higher Education:
Some learning materials are abstract and hard to understand, using a gamification approach may make the teaching more interesting and easier to understand. In this research, the Monopoly game template was used to teach "Real Estate Hegemony". Students can learn those abstract concepts through playing the game.
Use in Primary Education:
Besides turning the abstract concept into a game, gamification can also help teachers to make their teaching materials more interesting. For example for Primary Education, teachers can design a crime scenario and let students have a role-play to investigate the case. In the research, a detectives game is designed to teach students how to finish their homework effectively. In the game, students become detectives and help the story character to investigate why he/she cannot finish their homework on time or need lots of time to do their homework. It makes the lesson more interesting and would help students to keep focus during the lesson.
Gamified Assessment in Higher Education-Turning Stressful Assessment to a Game
Gamified Assessment in Higher Education-Turning Stressful Assessment to a Game
To motivate students to be more engaged in the lecture, teachers can use online software to gamify the lecture assessments. We used QUIZIZZ to gamify the lecture assessment. Teachers can insert questions to the software directly and launch them to students for an in-class activity or take-home exercise. Different kinds of question types can be used in this online software, for example, multiple-choice questions, fill-in-the-blanks, short-question... QUIZIZZ contains some game mechanics such as leaderboard, points, luck, streak...
References
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).
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