Research into effective gamification features to inform e-learning design
Abstract
Game-based learning is one of the main trends currently in e-learning, and while opinion is still divided on its merits a number of studies have been published that highlight its benefits in enhancing learning and increasing motivation. This paper aims to analyse existing research to identify some of the key approaches and pedagogical factors that make learning through games effective and engaging (considering adult learners in particular), with the purpose of creating a list of features that can be used to inform the inclusion of gamification elements into e-learning activities. Forty-one case studies of serious games, game-based learning and gamification in learning from the last 10 years were reviewed in order to identify the elements that contributed to their success. From this analysis a list of suggested features was produced that may be of use to those wishing to embed gamification elements when designing e-learning activities.
Downloads
References
Adams, D. M., et al., (2012) ‘Narrative games for learning: testing the discovery and narrative hypotheses’, Journal of Educational Psychology, vol. 104, no. 1, pp. 235–249. https://doi.org/10.1037/a0025595.
Anderson, J. & Barnett, M. (2011) ‘Using video games to support pre-service elementary teachers learning of basic physics principles’, Journal of Science Education and Technology, vol. 20, no. 4, pp. 347–362. https://doi.org/10.1007/s10956-010-9257-0. ´
Antonaci, A., et al., (2014) ‘A gamified collaborative course in entrepreneurship: focus on objectives and tools’, Computers in Human Behavior, vol. 51 (Part B), pp. 1276–1283. https://doi.org/10.1016/j.chb.2014.11.082. ´
Barab, S. A., et al., (2009) ‘Transformational play as a curricular scaffold: using videogames to support science education’, Journal of Science Education and Technology, vol. 18, no. 4, pp. 305–320. https://doi.org/10.1007/s10956-009-9171-5. ´
Beckem, J. M. & Watkins, M. (2012) ‘Bringing life to learning: immersive experiential learning simulations for online and blended courses’, Journal of Asynchronous Learning Network, vol. 16, no. 5, pp. 61–71. Available at: https://eric.ed.gov/?id=EJ1000091. ´
Bedwell, W., et al., (2012) ‘Toward a taxonomy linking game attributes to learning: an empirical study’, Simulation & Gaming, vol. 43, no. 6, pp. 729–760. https://doi.org/10.1177/1046878112439444.
Beetham, H. (2013) ‘Designing for learning in an uncertain future’, in Rethinking Pedagogy for a Digital Age: designing for 21st Century Learning, eds H. Beetham, & R. Sharpe, Routledge, New York, pp. 258–281.
Berns, A., Gonzalez-Pardo, A. & Camacho, D. (2013) ‘Game-like language learning in 3-D virtual environments’, Computers and Education, vol. 60, no. 1, pp. 210–220. https://doi.org/10.1016/j.compedu.2012.07.001. ´
Boeker, M., et al., (2013) ‘Game-based e-learning is more effective than a conventional instructional method: a randomized controlled trial with third-year medical students’, PLoS One, vol. 8, no. 12, pp. e82328. https://doi.org/10.1371/journal.pone.0082328. ´
Carenys, J., Moya, S. & Perramon, J. (2017) ‘Is it worth it to consider videogames in accounting education? A comparison of a simulation and a videogame in attributes, motivation and learning outcomes’, Revista de Contabilidad -- Spanish Accounting Review, vol. 20, no. 2, pp. 118–130. https://doi.org/10.1016/j.rcsar.2016.07.003. ´
Charles, M. T., Bustard, D., & Black, M. (2009) ‘Game inspired tool support for e-learning processes’, Electronic Journal of E-Learning [Online], vol. 7, no. 2, pp. 101–110. Available at: http://www.ejel.org/issue/download.html?idArticle=144 ´
Clark, D. B., Tanner-Smith, E. E. & Killingsworth, S. S. (2015) ‘Digital games, design, and learning: a systematic review and meta-analysis’, Review of Educational Research, vol. 86, no. 1, pp. 79–122. https://doi.org/10.3102/0034654315582065.
Coller, B. D. & Scott, M. J. (2009) ‘Effectiveness of using a video game to teach a course in mechanical engineering’, Computers & Education, vol. 53, no. 3, pp. 900–912. https://doi.org/10.1016/j.compedu.2009.05.012. ´
Davidovitch, L., Parush, A., & Shtub, A. (2008) ‘Simulation-based learning: the learning-forgetting-relearning process and impact of learning history’, Computers & Education, vol. 50, no. 3, pp. 866–880. https://doi.org/10.1016/j.compedu.2006.09.003. ´
de Freitas, S. & Maharg, P. (2011) ‘Digital games and learning: modelling learning experiences in the digital age’, in Digital Games and Learning, eds S. de Freitas & P. Maharg, Continuum, London, pp. 17–41.
Domínguez, A., et al., (2013) ‘Gamifying learning experiences: practical implications and outcomes’, Computers and Education, vol. 63 (April 2013), pp. 380–392. https://doi.org/10.1016/j.compedu.2012.12.020. ´
Eagle, M. & Barnes, T. (2009) ‘Experimental evaluation of an educational game for improved learning in introductory computing’, SIGCSE Bulletin Inroads, vol. 41, no. 1, pp. 321–325. https://doi.org/10.1145/1539024.1508980. ´
Ebner, M. & Holzinger, A. (2007) ‘Successful implementation of user-centered game-based learning in higher education: an example from civil engineering’, Computers & Education, vol. 49, no. 3, pp. 873–890. https://doi.org/10.1016/j.compedu.2005.11.026. ´
Echeverría, A., et al., (2012) ‘The atomic intrinsic integration approach: a structured methodology for the design of games for the conceptual understanding of physics’, Computers and Education, vol. 59, no. 2, pp. 806–816. https://doi.org/10.1016/j.compedu.2012.03.025.
Erhel, S. & Jamet, E. (2013) ‘Digital game-based learning: impact of instructions and feedback on motivation and learning effectiveness’, Computers and Education, vol. 67, pp. 156–167. https://doi.org/10.1016/j.compedu.2013.02.019. ´
Garris, R., Ahlers, R. & Driskell, J. E. (2002) ‘Games, motivation and learning: a research and practice model’, Simulation & Gaming, vol. 33, no. 4, pp. 441–467. https://doi.org/10.1177/1046878102238607.
Gold, S. (2016) ‘Design and effectiveness of a self-study pedagogical approach to using a simulation game in the classroom’, Developments in Business Simulation and Experiential Learning [Online], vol. 43, no. 1. Available at: https://journals.tdl.org/absel/index.php/absel/article/viewFile/3026/2974 ´
Guillén-Nieto, V. & Aleson-Carbonell, M. (2012) ‘Serious games and learning effectiveness: the case of It’s a Deal’, Computers and Education, vol. 58, no. 1, pp. 435–448. https://doi.org/10.1016/j.compedu.2011.07.015. ´
Hainey, T., et al., (2011) ‘Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level’, Computers & Education, vol. 56, no. 1, pp. 21–35. https://doi.org/10.1016/j.compedu.2010.09.008. ´
Hakulinen, L., Auvinen, T. & Korhonen, A. (2013) ‘Empirical study on the effect of achievement badges in trakla2 online learning environment’, in Proceedings of Learning and Teaching in Computing and Engineering (LaTiCE) Conference 21–24 March 2013, IEEE, Macau. https://doi.org/10.1109/LaTiCE.2013.34. ´
Halpern, D. F., et al., (2012) ‘Operation ARA: a computerized learning game that teaches critical thinking and scientific reasoning’, Thinking Skills and Creativity, vol. 7, no. 2, pp. 93–100. https://doi.org/10.1016/j.tsc.2012.03.006. ´
Hamalainen, R., Oksanen, K., & Hakkinen, P. (2008) ‘Designing and analyzing collaboration in a scripted game for vocational education’, Computers in Human Behavior, vol. 24, no. 6, pp. 2496–2506. https://doi.org/10.1016/j.chb.2008.03.010. ´
Hannig, A., et al., (2012) ‘EMedOffice: a web-based collaborative serious game for teaching optimal design of a medical practice’, BMC Medical Education, vol. 12, no. 1, pp. 104. https://doi.org/10.1186/1472-6920-12-104. ´
Hays, R. T. (2005) The effectiveness of Instructional games: a literature review and discussion. (Technical Report 2005-004). Orlando, FL: Naval Air Warfare Center. Available at: www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA441935
Hess, T. & Gunter, G. (2013) ‘Serious game-based and nongame-based online courses: learning experiences and outcomes: serious game-based and nongame-based online courses’, British Journal of Educational Technology, vol. 44, no. 3, pp. 372–385. https://doi.org/10.1111/bjet.12024. ´
Huang, W. (2011) ‘Evaluating learners’ motivational and cognitive processing in an online game-based learning environment’, Computers in Human Behavior, vol. 27, no. 2, pp. 694–704. https://doi.org/10.1016/j.chb.2010.07.021. ´
Johnson, C. I. & Mayer, R. E. (2010) ‘Applying the self-explanation principle to multimedia learning in a computer-based game-like environment’, Computers in Human Behavior, vol. 26, no. 6, pp. 1246–1252. https://doi.org/10.1016/j.chb.2010.03.025. ´
Kanthan, R. & Senger, J. L. (2011) ‘The impact of specially designed digital games-based learning in undergraduate pathology and medical education’, Archives of Pathology & Laboratory Medicine [Online], vol. 135(January 2011), pp. 135–142. Available at: http://www.archivesofpathology.org/doi/pdf/10.1043/2009-0698-OAR1.1 ´
Kiili, K. (2007) ‘Foundation for problem-based gaming’, British Journal of Educational Technology, vol. 38, no. 3, pp. 394–404. https://doi.org/10.1111/j.1467-8535.2007.00704.x. ´
Kikot, T., et al., (2014) ‘Why use-centered game-based learning in higher education? The case of Cesim Simbrand’, Journal of Spatial and Organizational Dynamics, vol. II, no. 3, pp. 229–241. Available at: http://repositorio.ual.pt/handle/11144/465 ´
Kim, B., Park, H. & Baek, Y. (2009) ‘Not just fun, but serious strategies: using meta-cognitive strategies in game-based learning’, Computers & Education, vol. 52, no. 4, pp. 800–810. https://doi.org/10.1016/j.compedu.2008.12.004.
Knight, J. F., et al., (2010) ‘Serious gaming technology in major incident triage training: a pragmatic controlled trial’, Resuscitation, vol. 81, no. 9, pp. 1175–1179. https://doi.org/10.1016/j.resuscitation.2010.03.042. ´
Lancaster, R. J. (2014) ‘Serious game simulation as a teaching strategy in pharmacology’, Clinical Simulation in Nursing, vol. 10, no. 3, pp. e129–e137. https://doi.org/10.1016/j.ecns.2013.10.005. ´
Li, Z., Cheng, Y. & Liu, C. (2013) ‘A constructionism framework for designing game-like learning systems: its effect on different learners’, British Journal of Educational Technology, vol. 44, no. 2, pp. 208–224. https://doi.org/10.1111/j.1467-8535.2012.01305.x. ´
Liu, C., Cheng, Y. & Huang, C. (2011) ‘The effect of simulation games on the learning of computational problem solving’, Computers & Education, vol. 57, no. 3, pp. 1907–1918. https://doi.org/10.1016/j.compedu.2011.04.002. ´
Malone, T. W. (1980) ‘What makes things fun to learn? Heuristics for designing instructional computer games’, In Proceedings of the 3rd ACM SIGSMALL Symposium and the First SIGPC Symposium on Small Systems, 18–19 September, 1980, ACM, Palo Alto, CA, USA. https://doi.org/10.1145/800088.802839.
Malone, T. W., & Lepper, M. R. (1987) ‘Making learning fun: a taxonomy of intrinsic motivations for learning’, in Aptitude, Learning and Instruction, Vol. 3: Conative and Affective Process Analyses, eds R. E. Snow & M. J. Farr, Laurence Erlbaum Associates, Hillsdale, NJ, pp. 223–253.
Mayer, R. E. (2009) Multimedia learning, 2nd edn, Cambridge University Press, New York.
Misfeldt M. (2015) ‘Scenario based education as a framework for understanding students engagement and learning in a project management simulation game’, The Electronic Journal of e-Learning [Online], vol. 13, no. 3, pp. 181–191. Available at: http://www.ejel.org/issue/download.html?idArticle=416 ´
Moreno, J. (2012) ‘Digital competition game to improve programming skills’, Educational Technology and Society, vol. 15, no. 3, pp. 288–297. Available at: https://www.researchgate.net/publication/268294104_Digital_Competition_Game_to_Improve_Programming_Skills ´
Moreno-Ger, P., Burgos, D. & Torrente, J. (2009) ‘Digital games in e-learning environments; current uses and emerging trends’, Simulation & Gaming, vol. 40, no. 5, pp. 669–687. https://doi.org/10.1177/1046878109340294.
Moshirnia, A., & Israel, M. (2010) ‘The educational efficacy of distinct information delivery systems in modified video games’, Journal of Interactive Learning Research, vol. 21, no. 3, pp. 383–340. Available at: https://www.researchgate.net/publication/277819894_The_Educational_Efficacy_of_Distinct_Information_Delivery_Systems_in_Modified_Video_Games ´
Nickel, A. & Barnes, T. (2010) ‘Games for CS education: computer-supported collaborative learning and multiplayer games’, in Proceedings of the Fifth International Conference on the Foundations of Digital Games, 19–21 June 2010, Monterey, CA: ACM. https://doi.org/10.1145/1822348.1822391.
NMC Horizon Project. (2012) NMC Horizon Report: 2012 Higher education edition [Online] Available at: http://www.nmc.org/pdf/2012-horizon-report-HE.pdf
Ranchhod, A., et al., (2014) ‘Evaluating the educational effectiveness of simulation games: A value generation model’, Information Sciences, vol. 264, no. 2014, pp. 75–90. https://doi.org/10.1016/j.ins.2013.09.008. ´
Rieber, L. P. & Noah, D. (2008) ‘Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning’, Educational Media International, vol. 45, no. 2, pp. 77–92. https://doi.org/10.1080/09523980802107096.
Ritterfeld, U., et al., (2009) ‘Multimodality and interactivity: connecting properties of serious games with educational outcomes’, CyberPsychology & Behavior, vol. 12, no. 6, pp. 691–697. https://doi.org/10.1089/cpb.2009.0099. ´
Sindre, G., Natvig, L. & Jahre, M. (2009) ‘Experimental validation of the learning effect for a pedagogical game on computer fundamentals’, IEEE Transactions on Education, vol. 52, no. 1, pp. 10–18. https://doi.org/10.1109/TE.2007.914944. ´
Sitzmann, T. (2011) ‘A meta-analytic examination of the instructional effectiveness of computer-based simulation games’, Personnel Psychology, vol. 64, no. 2, pp. 489–528. https://doi.org/10.1111/j.1744-6570.2011.01190.x.
Sward, K. A., et al., (2008) ‘Use of a web-based game to teach pediatric content to medical students’, Ambulatory Pediatrics, vol. 8, no. 6, pp. 354–359. https://doi.org/10.1016/j.ambp.2008.07.007. ´
Tsekleves, E., Cosmas, J. & Aggoun, A. (2016) ‘Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers’, British Journal of Educational Technology, vol. 47, no. 1, pp. 164–183. https://doi.org/10.1111/bjet.12223.
Tüysüz, C. (2009) ‘Effect of the computer based game on pre-service teachers’ achievement, attitudes, metacognition and motivation in chemistry’, Scientific Research and Essays, vol. 4, no. 8, pp. 780–790. Available at: https://www.researchgate.net/publication/268205182_Effect_of_the_computer_based_game_on_pre-service_teachers’_achievement_attitudes_metacognition_and_motivation_in_chemistry ´
Wang, H., & Sun, C. T. (2011) ‘Game reward systems: gaming experiences and social meanings’, in Proceedings of the DiGRA 2011 Conference: Think design play, eds C. Marinka, K. Helen & W. Annika, DiGRA. Available at: http://www.digra.org/wp-content/uploads/digital-library/11310.20247.pdf
Wilson, K. A., et al., (2009) ‘Relationships between game attributes and learning outcomes: review and research proposals’, Simulation & Gaming, vol. 40, no. 2, pp. 217–266. https://doi.org/10.1177/1046878108321866.
Woo, J. (2014) ‘Digital game-based learning supports student motivation, cognitive success, and performance outcomes’, Journal of Educational Technology & Society, vol. 17, no. 3, pp. 291–307. Available at: https://www.researchgate.net/publication/286063834_Digital_Game-Based_Learning_Supports_Student_Motivation_Cognitive_Success_and_Performance_Outcomes ´
Yalabik, B., Howard, M. & Roden, S. (2012) ‘The innovation game: lessons in strategy and managing operations’, International Journal of Operations & Production Management, vol. 32(12), pp. 1441–1459. https://doi.org/10.1108/01443571211284188. ´
Yusoff, A., et al., (2009) ‘A conceptual framework for serious games’, in Ninth IEEE International Conference on Advanced Learning Technologies, 15–17 July 2009, ICALT, Riga. https://doi.org/10.1109/ICALT.2009.19.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.