Amany:

Interesting questions, but I am have done recent research on only e-learning that shows what students want to learn more successfully online that might be helpful to you: https://www.researchgate.net/deref/https%3A%2F%2Flink.springer.com%2Fepdf%2F10.1007%2Fs11528-017-0216-y%3Fauthor_access_token%3DavRP0hyyqCr_fpKMpw4jiPe4RwlQNchNByi7wbcMAY51KNmCuFRpBnpIsby5_awB2jZhOrJ1fViWYQSS7YFfePddwHNgRXYjTAK8ktHJ18M6wbUY1jkxJtvp4XJzs3gbMSQUwzadZE9kdJn7Y_ejwA%253D%253D

Several answers to your questions can be found in the above tabs: https://www.researchgate.net/topic/Information-Systems?ev=tp_pst_dtl_xkey

https://www.researchgate.net/topic/E-Learning?ev=tp_pst_dtl_xkey

https://www.researchgate.net/topic/Gamification?ev=tp_pst_dtl_xkey

Best regards,

Debra

1. gamification is basically a usage of game elements into any no-game contexts. its widely used for many applications.

2. information system defines software, hardware and people on organizations for collection, organization, storage and communication of information.

3. e-learning refers to usage of electronic media (internet) and/ ICT by individuals or groups for learning purpose.

the relations and reflections need to be drawn once objective, methods and design of your study is planned.

These are three individual areas [gamification, information systems and e-learning] which can be used together.

Gamification is not necessarily something "electronic", but can be supported through (Information and Communication Technology) ICT systems and the other way round: gamification can support your systems in reaching certain goals. As somebody before me, gamification is most often defined as "the usage of game design elements in a non-game context" [1], [2]. However, other definitions exist. Please note that the definition defines "game DESIGN elements"; meaning that gamification goes beyond visuals, it includes game mechanics, dynamics and aesthetics [3] as well as larger concepts.

Without a concrete context, the relation between those aspects cannot be clearly defined, since all three areas can but do not have to have overlaps with each other.

The same goes for potential drawbacks: you need to take your context and learning situation into consideration. Certain approaches might work in reaching your goals (e.g. students reaching their learning goals) where the same approaches might work counter productive in other learning and teaching contexts. Just imagine using a PC based questionnaire in a programming class (might work) versus the same questionnaire in a sports class (might not work, since the students do not have the equipment needed on hand).

[1] Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011, May). Gamification. using game-design elements in non-gaming contexts. In CHI'11 extended abstracts on human factors in computing systems (pp. 2425-2428). ACM.

[2] 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: Envisioning future media environments (pp. 9-15). ACM.

[3] Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach to game design and game research. In Proceedings of the AAAI Workshop on Challenges in Game AI(Vol. 4, No. 1, pp. 1-5). AAAI Press San Jose, CA.

thank you Debra and Arjun R,

I think that:

visualizing text in not only pictures, but in moving pictures controlled by learner is a form of re-store and process information. gamification combines main elements (SW,HW,people) to achieve educational organization's objective.

what's your opinion about that? and are you see other relations not mentioned above?

Gamification, above all, reinforces motivation and engagement of the users. It can be part, help or enhance an organizational learning strategy.

Take a look at this article:

Article Gamification Strategies in a Hybrid Exemplary College Course

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