Very interesting topic. Please let me know the best suggestions you receive.

There are two levels here as I see it;

1) Can we gamify at the LMS/LCMS level - i.e. irrespective of content, do game based paradigms incentivise learning (or completion of content - not necessarily equivocable). Most mainstream systems (e.g. Moodle) have readily available points/badges/leaderboards plugins. Research on this tends to be - and I'm very much paraphrasing - along the lines of it depends on the context/learners/subject, which ultimately is difficult to generalise.

2) Can we gamify a singular e-learning module? Again we can, though the tools for this can be much more diverse, e.g. we can make a Unity (etc.) game embedded, that's more 'pure' game-based learning; or we can do minimalised gamification (PBL at the module level, or even 'quiz' based assessment, which stretches - for me at least - the definition of a game, but is considered by some to fall under the definition of a game-based learning approach).

Authoring tools are something many projects have looked at (e.g. http://www.magellanproject.eu/). I don't think any have really managed to hit the 'mainstream' in terms of uptake amongst educators. There's still a reality that it's hard to step back and define a game mechanic in sufficiently simple terms it can be 'drag and drop' implemented, whilst still being intrinsically fun and composable. There is definitely ample research space here )

Interesting question. I guess we should really start with defining what really is "gamification". gamification is not about playing games. It is about designing a series of "activities" within the E-learning environment via the employ of game mechanics to stimulate interest in learning and keep the Gen Ys and Gen Zs students engaged

Some of the game mechanics include:

1) competition - eg: Kahoot quizzes - tie in with reward for the winner

2) achievement - use of E-badges/ Raptivity

3) Collaboration - padlet to encourage online discussion (anonymously)

4) Surprise - to indirectly find out from a group of participants the most critical word or terminology related to an opinion (mentimeter)

5) Collection - course blog/ wiki/ discussion board on the Blackboard LMS to gather the different thoughts and ideas from the group that could then be combined to arrive at a conclusion

6) exploration - use of i-mindMaps to allow the learner to explore and internalize own understanding of learning etc.

These are the game mechanics and the related tools that I have used in my facilitated sessions. Hope they are useful to you :)

Hello

As a short answer to both questions - Yes we can. Now for my long answer. There are the emergence of sophisticated tools to provide a technical platform such as unity, blender and Moodle's level up which can add stimulating visuals and parallel worlds which I think are great and hope the movement continues to grow and expand. However, as an educator from Gen Jones era GBL has been a part of my delivery for decades and in fact in my own education growing up in the 60s. We have all took part in game learning one way or another. My personal preference is quest theme learning. Quest activities have been central to the gaming industry which have capitalised on it (wish I had thought of gaming all those years ago, doh!!), but if millions of folk are going to spend money on it then there has to be a reason, right? I am also a big fan of James Paul Gee https://www.legendsoflearning.com/blog/james-paul-gee-game-based-learning/

At present I am constrained to a lower version of Moodle so the platform for my GBL is Moodle lesson and Articulate (many Youtube videos on their uses in GBL).

I think basically what I am saying is whether it is with pen and paper making a classroom board game or commissioning one of the leading educational GBL companies to design a game for you, https://triseum.com/gbl/, GBL does engage the learner and has done since Adam and Eve.

In fact platforms such as coursera or Edx follow gamification strategies. Concession of badges to give an example.

I made one of my courses a game. The entire course is set up as a game. Instead of week one, week two, week three, and etc. I use Level One, Level Two, Level Three, and etc. The semester is 15 weeks long, so I have grouped the course work as short goals and at least Level Seven is required for a D grade, Level Eight is required for a C grade, Level Nine for a B, etc. I grouped the required work in the first seven levels. I use many mini games within the levels.

Good morning

Maybe it helps

http://icvl.eu/2011/disc/icvl/documente/pdf/met/ICVL_ModelsAndMethodologies_paper42.pdf

BR

Ingrid

How does gamification blend with elearning? Gamification triggers engagement. Engagement could mean completion and accomplishment of activities or obtaining corresponding resources for achievement and completion of activities. Ultimately, it is how you draw your students to your elearning platform.

Gamification, in a simplistic definition, pertains to game elements inserted in a routine, non-game specific process or framework, in order to optimize output and add more value to end results. E-learning is a digitalized, streamlined version of traditional learning methods, with added rich media tools which enhance the learner experience and expedites the grading processes on an individual scope (in simplistic terms). It is possible to “add game components” to those rich-media tools, further engaging the user and mitigation, hopefully, dropout percentages. But I have hard data to support this.

Here is a rather good article on the subject: http://www.theknowledgeguru.com/serious-games-work-large-enterprise/

I think the question is "what motivates a learner in e-Learning?" There are different kind of situations to use e-learning. Then when you know what core drive you want to enhance, then you know what game technique to use in gamifying your elearning lesson/app.

But - Yes you can.

https://yukaichou.com/gamification-examples/octalysis-complete-gamification-framework/

Following.

Interesting topic.

Maybe a great way about that is to converge both on AR as it is a rich interface for digitalizing external objects and processes (gamification) and transporting them into a eLearning setting.

Thank you all for your answers.

Augmented Reality is indeed quite interesting, however not all the concepts can be easily transported into an AR training setup.

If we look at the Bloom's taxonomy or the (new Bloom's refined taxonomy) and we consider gaming scenarios we see that most of the gaming is applied at the base of the pyramid for Understanding and Remembering. As we go higher in this pyramidal model (i.e. Evaluate, Create) it is more difficult to use gamification.

What is your take on that ? Do you know of examples where gamification is applied at the higher levels of the Bloom's model ?

In my research lab we have implemented a haptic based application for gyroscopic (precession) force understanding. Do you see any ways this can be converted to an interesting game that will boost students understanding of the concept. As it is we have observed some level of learning enhancement but we can not say precisely why. It may be mainly due to their excitement to play with a haptic device, hence students pay more attention to the topic. Any opinions on this? I provided here a link to the paper.