Keywords
Abstract
Over the last ten years, gamification has been a popular topic of study, especially in the fields of education, psychology, and instructional design.
Deterding et al. (2011) describe gamification as the use of game design features in non-game contexts to boost user engagement and motivation. This term has been essential in the literature, distinguishing gamification from game-based learning, which entails the use of full-scale games for educational purposes. Rather than replacing traditional learning tasks, gamification tries to enrich them by adding motivating such as points, badges, leaderboards, and feedback tools. Kapp (2012) notes that gamification should not be considered only as a collection of reward systems but as a pedagogical method built in cognitive and motivational theories. According to Kapp, effective gamification mixes learning objectives with meaningful challenges, narrative contexts, and chances for reflection
References
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