Education and Information Technologies

, Volume 22, Issue 2, pp 497–513 | Cite as

Classcraft: from gamification to ludicization of classroom management

Article

Abstract

In this article, we discuss the concept of gamification, based on a literature review and preliminary feedback from teachers using Classcraft, a role-playing game supported by a digital platform and a mobile application that were developed to answer high school teachers’ classroom management needs. Our results come from two experiments in France and Quebec and also from an online survey that was made available on the Classcraft platform. These results promote a model of gamification that consists of considering the experience of the students, rather than the game itself, and they confirm that a game is consubstantial to its player. Therefore, we argue for the use of the term “ludicization” to emphasize that transforming a situation into a game does not consist of using elements that have a game-like aspect, but rather of a non-essentialistic vision of play, generating a metaphor around the situation to build a reflexive space where the nature and meaning of interactions are modified.

Keywords

Classcraft Gamification Ludicization High school education Classroom management 

References

  1. Block, J. and King, N. (1987) School play. New York: Garland.Google Scholar
  2. Bonenfant, M. and Genvo, S. (2014) ‘Une approche située et critique du concept de gamification’, Sciences du jeu [Electronic], vol. 2, Available: sdj.revues.org/286 [24 Oct 2014]
  3. Brousseau G. (2002) Theory of didactical situations in mathematics. Didactique des mathématiques, 1970–1990, translated by Balacheff, N., Cooper, M., Sutherland, R. and Warfield, V., Dordrecht: Springer Netherlands.Google Scholar
  4. Caillois, R. (1967). Des jeux et des hommes. Le masque et le vertige (2nd ed.). Paris: Gallimard.Google Scholar
  5. Challco, G. C., Moreira, D. A., Bittencourt, I. I., Mizoguchi, R., & Isotani, S. (2015). Personalization of gamification in collaborative learning contexts using ontologies. IEEE- Latin America Transactions, 13(6), 1873–1881.CrossRefGoogle Scholar
  6. Deterding, S., Dixon, D., Khaled, R. and Nacke, L. (2011a) ‘From Game Design Elements to Gamefulness: Defining “Gamification”’, Envisioning Future Media Environments - Conference proceedings, MindTrek’11, Tampere, pp. 9–15Google Scholar
  7. Deterding, S., Khaled, R., Nacke, L. and Dixon, D. (2011b) ‘Gamification: toward a definition’, Gamification WorkshopConference Proceedings, Conference on Human Factors in Computing Systems, Vancouver, pp. 1–4Google Scholar
  8. Duflo, C. (1997). Jouer et philosopher. Paris: Presses Universitaires de France.Google Scholar
  9. Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: a research and practice model. Simulation & Gaming, 33(4), 441–467.CrossRefGoogle Scholar
  10. Gee, J. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.Google Scholar
  11. Genvo, S. (2013) ‘Penser les phénomènes de ludicisation à partir de Jacques Henriot’, Sciences du jeu [Electronic], vol. 1, Avaible: sdj.revues.org/251, [2 Jan 2016]
  12. Goldhaber, M. H. (1997) ‘The Attention Economy on the Net’, First Monday [Electronic], vol. 2, no. 4. Available: firstmonday.org/article/view/519/440. Accessed 25 Apr 2016.
  13. Henriot, J. (1969). Le jeu. Paris: Presses Universitaires de France.Google Scholar
  14. Henriot, J. (1989). Sous couleur de jouer - la métaphore ludique. Paris: José Corti.Google Scholar
  15. Highsmith, J. (2002). Agile software development ecosystems. Boston: Addison-Wesley Professional.Google Scholar
  16. Kapp, K. (2012). The gamification of learning and instruction. San Francisco: Pfeiffer.Google Scholar
  17. Mayo, M. (2009). Video games: a route to large-scale STEM education? Science, 323(5910), 79–82.CrossRefGoogle Scholar
  18. Norman, D. A., & Draper, S. W. (1986). User Centered System Design: New Perspectives in Human-Computer Interaction. Hillsdale: Lawrence Erlbaum Associates.Google Scholar
  19. Ryan, R. M., & Deci, E. L. (2000). ‘self-determination theory and the facilitation of intrinsic motivation. Social development, and well-being’, American Psychologist, 55, 68–78.Google Scholar
  20. Sanchez, E. (2014) ‘Learning, serious games, and gamification’, Inmedia, Available: inmedia.revues.org/814
  21. Sanchez, E. and Emin, V. (2014) Toward a model of play: an empirical study. In Busch, C. (Ed.), The 8th European Conference on Games Based Learning, vol. 2, pp. 503–512.Google Scholar
  22. Sanchez, E. and Emin Martinez, V. and Mandran, N. (2015) ‘Jeu-game, jeu-play vers une modélisation du jeu. Une étude empirique à partir des traces numériques d’interaction du jeu Tamagocours’, revue STICEF [Electronic], vol. 22, no. 1, Available: sticef.univ-lemans.fr/num/vol2015/04-sanchez/sticef_2015_sanchez_04.htm, [25 Nov 2015]Google Scholar
  23. Silva, H. (2013) ‘La « gamification » de la vie: sous couleur de jouer? ’, Sciences du jeu [Electronic], vol. 1, Avaible: sdj.revues.org/261, [6 jan 2016]
  24. Suits, B. (1990). Grasshopper: Games. Life and Utopia, Boston: David R. Godine.Google Scholar
  25. Sutton-Smith, B. (1997). The ambiguity of play. Cambridge: Harvard University Press.Google Scholar
  26. Varenne, F. (2006). Les notions de métaphore et d’analogie dans les épistémologies des modèles et des simulations. Paris: Petra.Google Scholar
  27. Whitehead, T. (2004). What is ethnography? Methodological, ontological, and epistemological attributes. Paper presented at the EICCARS Working Paper.: University of Maryland, CuSAG.Google Scholar
  28. Xu, Y. and Tang, Y. (2015) ‘Based on action-personality data mining, research of gamification emission reduction mechanism and intelligent persona-lized action recommendation model’, In Rau P. (éd.), Cross-cultural design methods, Practice and Impact, Los Angeles: Springer.Google Scholar

Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  • Eric Sanchez
    • 1
  • Shawn Young
    • 2
  • Caroline Jouneau-Sion
    • 3
  1. 1.CERF, University of FribourgFribourgSwitzerland
  2. 2.Classcraft Studios Inc.SherbrookeCanada
  3. 3.EducTice, Institut français de l’éducation, ENS de LyonLyonFrance

Personalised recommendations