Learning Scorecard Gamification: Application of the MDA Framework
The application of gamification techniques in higher education can be challenging. At times it is easy to lose focus and we can no longer explain the connections between players’ motivation and the several elements of the game. This study focused on the application of the MDA framework (Mechanics, Dynamics and Aesthetics) to the platform Learning Scorecard (LS), currently used by several students at ISCTE—Instituto Universitário de Lisboa. The LS is a platform for Learning Analytics that has been used since 2016, on courses of Data Warehouse and Business Intelligence. LS has two views: the student and teacher views. In this work we will report on the application of the MDA framework to the student view of LS. This view aims to improve the learning experience of students increasing their engagement and motivation through the use of gamification.
KeywordsGamification Learning scorecard MDA framework
- Cardoso, E., Santos, D., Costa, D., Caçador, F., Antunes, A., & Ramos, R. (2016, November). Learning scorecard: Monitor and foster student learning through gamification. In Proceedings of 2nd International Workshop on Educational Knowledge Management (EKM 2016). Bologna, Italy. Best paper award.Google Scholar
- Cardoso, E., Costa, D., & Santos, D. (2017, June). Introducing the learning scorecard: A tool to improve the student learning experience. In Proceedings of 23rd International Conference on European University Information Systems (EUNIS 2017). Münster, Germany. EUNIS Doerup E-learning Award 2017.Google Scholar
- Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments (MindTrek’11). Tampere, Finland.Google Scholar
- Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3), 75–88.Google Scholar
- Furdu, I., Tomozei, C., & Köse, U. (2017). Pros and Cons gamification and gaming in classroom. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 8(2), 56–62.Google Scholar
- Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https://doi.org/10.1016/J.COMPEDU.2014.08.019.CrossRefGoogle Scholar
- Hunicke, R., LeBlanc, M., & Zubek, R. (2004). MDA: A formal approach to game design and game research. In Workshop on Challenges in Game AI (pp. 1–4). https://doi.org/10.1.1.79.4561.Google Scholar
- Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2).Google Scholar
- Németh, T. (2015). The definitions of gamification. Retrieved from http://ludus.hu/en/gamification/ on May 6, 2018.
- Prensky, M. (2001). Digital natives, digital immigrants. From on the horizon (Vol. 9, Issue 5), MCB University Press.Google Scholar
- Regina, C., Losso, C., & Borges, M. C. (2015). Gamificação em Pesquisas em Educação: uma Revisão da Produção Acadêmica (in Portuguese). In 2nd Congress on Education with Technologies—Open and Flipped Learning (pp. 1–21).Google Scholar
- Sánchez-Mena, A., & Martí-Parreño, J. (2017). Drivers and barriers to adopting gamification: Teachers’ perspectives. Electronic Journal of e-Learning, 15(5), 434–443.Google Scholar
- Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press. https://doi.org/10.1017/CBO9781107415324.004.
- Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps (1st edition). O’Reilly Media.Google Scholar