Abstract
Gamified learning is widely used in an educational context as a tool to increase student engagement and motivation. The chapter discusses this educational approach, integrating game elements in a learning environment. The purpose of gamified learning experiences is to maximize learning with enjoyment and engagement, capturing the interest of the learners to help them learn more. Hence, gamification, the process of defining the game elements that motivate and intrigue the interest of the students and applying these elements into a nongame context (learning) to influence behavior, is also a part of the discussion in this chapter.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Brigham TJ (2015) An introduction to gamification: adding game elements for engagement. Med Ref Serv Q 34(4):471–480
Codish D, Ravid G (2014) Academic course gamification: the art of perceived playfulness. Interdiscip J E-Learn Learn Objects 10:131–151
Borges S, Durelli V, Reis, H, Isotani S (2014) A systematic mapping on gamification applied to education. In: Proceedings of the ACM symposium on applied computing. https://doi.org/10.1145/2554850.2554956
Farzan R, DiMicco JM, Millen DR, Dugan C, Geyer W, Brownholtz EA (2008) Results from deploying a participation incentive mechanism within the enterprise. In: Proceedings of the SIGCHI conference on human factors in computing systems. ACM, pp 563–572
Glover I (2013) Play as you learn: gamification as a technique for motivating learners. World conference on educational multimedia, hypermedia and telecommunications. AACE
Hsin-Yuan Huang W, Soman D (2013) Gamification of education. University of Toronto, Toronto
Klem AM, Connell JP (2014) Relationships matter: linking teacher support to student engagement and achievement. J Sch Health 74(7):262–273
Landers RN, Landers AK (2015) An empirical test of the theory of gamified learning the effect of leaderboards on time-on-task and academic performance. Simul Gaming 45(6):769–785
O’Donovan S, Gain J, Marais P (2013) A case study in the gamification of a university level games development course. Paper presented at the proceedings of the South African institute for computer scientists and information technologists conference, East London, South Africa
Reeve J (2012) A self-determination theory perspective on student engagement. Handbook of research on student engagement. Springer, pp 149–172
Reiners T, Wood L (2014) Gamification in education and business. Springer International Publishing
Simões J, Díaz Redondo R, Fernández Vilas A (2013) A social gamification framework for a K-6 learning platform. Comput Hum Behav 345–353. (The Beginner’s guide to gamification (nd))
Trowler V (2010) Student engagement literature review. High Educ Acad 11:1–15
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Goethe, O. (2019). Gamified Learning Experiences. In: Gamification Mindset. Human–Computer Interaction Series. Springer, Cham. https://doi.org/10.1007/978-3-030-11078-9_6
Download citation
DOI: https://doi.org/10.1007/978-3-030-11078-9_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-11077-2
Online ISBN: 978-3-030-11078-9
eBook Packages: Computer ScienceComputer Science (R0)