Abstract
Digital learning environments exhibit spatial dimensions, such as virtual labs, virtual worlds, or 360° models. This usage increased during the pandemic, and heterogeneous motivation was found in the target audiences. Gamification is seen as enhancing the motivation of heterogeneous audiences to more homogeneous levels. Consequently, the question arises, which options are available for the gamification of spatial digital learning environments? This article presents the results of a rapid literature review addressing what is known regarding a) which mechanisms of gamification support engagement and motivation, b) which mechanisms of gamification support spatial learning, and c) why and when gamification should be used. The three databases ACM, IEEE and Scopus were examined, and 25 relevant articles were found. Qualitative results regarding the application domains, the type of digital environment, the gamification mechanisms, and the influence of gamification are compiled. Overall, the results reveal that gamification elements applied in spatial digital learning environments have so far been little adapted to spatiality.
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Acknowledgement
This work has been partly funded by the German Federal Ministry of Education and Research (BMBF) through the projects DigiLab4U (No. 16DHB2113) and AuCity2 (No. 16DHB2131) and EU projects Unilog (CB743), Includeme (No. 621547-EPP-1–2020-1-RO-EPPA3-IPI-SOC-IN),
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Das, S., Osipova, M., Nakshatram, S.V., Söbke, H., Hauge, J.B., Springer, C. (2022). Gamification for Spatial Digital Learning Environments in Higher Education: A Rapid Literature Review. In: Kiili, K., Antti, K., de Rosa, F., Dindar, M., Kickmeier-Rust, M., Bellotti, F. (eds) Games and Learning Alliance. GALA 2022. Lecture Notes in Computer Science, vol 13647. Springer, Cham. https://doi.org/10.1007/978-3-031-22124-8_29
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