Gamification Design in Education: What Might Give a Sense of Play and Learning?

Abstract

The purpose of this study was to propose design elements for the use of gamification in educational settings to provide a sense of play and learning to the students. This design-based research was carried out in two implementations, in which two different graduate courses were designed using gamification. The design portion of the study was followed by an assessment, based on which a framework for gamification design was constructed. It was found that the competition-based and intriguing activities of high intrinsic interest resulted in concrete achievements, which motivated the students by giving them a sense of play. In addition, the implementations that supported learning were found to be both collaborative and individual activities that mobilized the students into active participation. In both implementations, the students reported enjoying most of the activities and lessons and found that the competitive implementations incorporating social games into the lesson topics increased their motivation. The resulting framework for the gamification design specifies recommended elements of gamification for increasing learner motivation, active participation, fun, and learning.

Appendices

APPENDIX 1. Interview Questions

1-What are your overall views about this lesson?

2- What are the activities that you liked in our gamification implementation?

3- What are the activities that you did not like in our gamification implementation?

4- Can you compare lessons taught with traditional methods with the lesson taught this term in relation to factors such as method, enjoyment, and motivation?

5- Was the reward system in the gamification implementation adequate and appropriate? What other ways of rewarding can be used?

6- What activities in the lesson gave you a sense of a play? Why?

7- What are the activities from which you obtained the best learning outcomes? Why?

APPENDIX 2. Description of Gamification Activities

Activities	Activity name
Collaborative learning activities	“Four paper” activity: In this activity, students were divided into four groups. Each group was given a piece of paper and asked to tell the history of the game. These narratives were carried out in the form of painting, story writing, newspaper news and poetry writing. Each group carried out their work for 5 min, and when the time was up, they gave their paper to the next group. In this way, four rounds were made. “Four materials” activity: Each group was given 2 glasses, 2 paper clips, 1 ping pong ball and rope. It was asked to produce a game from these materials in 15 min. Thus, students were provided with the simplest way to experience the game design process and to identify the difficulties experienced in game design. Drama activity: Words covering cognitive learning theories and cognitive psychology were prepared by the lecturer and researcher before the lesson. These words were explained by the students using the drama method in the classroom.
Competitive activities	“Game basket” game: In this activity, a social game was applied by associating it with the subject of the lesson. First, a mother was selected in the class. The game and non-game elements of Huizinga were written on paper. These papers are scattered on the floor. Except for the mother, each student went on a piece of paper and changed places with the commands “it’s a game” or “it’s not a game” given by the lecturer. “Tenant-land owner” game: First of all, a social game was played with all the students. At the end of the game, the students were asked how this game could be used for an educational purpose. The class was divided into groups of three and each group planned this game by adapting it to a topic they wanted. The groups presented the topic they adapted in turn to the class, and these presentations were shared in the Facebook group of the lesson.
Individual activities	“Real-time research” activity: “What effects can games have on people?” This activity was held to answer the question. First, the keywords for the research question were created and 5 research questions were developed with the words selected from among them. The class was divided into five groups and each group chose one of these questions. Within the framework of these questions, the groups were given 30 min to collect data. Data were collected from the people they could reach within the faculty about the research topic. Finally, the collected data was reported, and a group presentation was made in the class. Social networking activities: Each week, the video, information, or document related to the topic of the week, or the lesson was shared on the Facebook group of the lesson or on Edmodo. In addition, comments were written on the questions asked by the students. Sharing passwords: Each week, students were given articles on the topic of the week. Passwords have been added to these articles. With the passwords, the students were asked to perform the tasks that differed every week and were hidden in the article. Each password was requested to be shared on Edmodo or Facebook group.
Intriguing activities	Compass activity: This activity is prepared to explain “gamification”. Four encrypted compasses were prepared for the activity. Each group, moving from the starting point with the same compass, found the other three compasses in their hiding places and struggled to come first to their destination. This activity is planned to teach concepts related to gamification. “Knowing each other” activity: The activity was implemented in the classroom. Fifteen questions were asked. Eight of these questions are personal questions that the student will ask a friend in class. Seven questions are about cognitive learning.
Sharing the leaderboard	Winning a trophy, badge, and point: The leaderboard, which includes trophies and badges earned each week, has been shared on Facebook and Edmodo. The points added to the exam results according to the trophies they won were shared with the students.
Informing about gamification	At the beginning of the semester, students were informed about gamification. In addition, the students were informed about the points, badges, levels, and cups they earned during the semester.
Weekly award ceremony	Trophy painting: This activity was carried out by having students paint a real trophy picture. Thus, it was ensured that the students who were behind in participation in activities or in the number of trophies were aware of their situation. Thus, it was tried to increase participation in the activities. Badge-pinning in class: The student who wins the most trophies each week is given the badge of the week in the class.
End-of semester award ceremony	Trophy ceremony: Real trophies on which the terms related to gamification were printed were given to the top three students.
Level-up Strategies	Activities to earn additional trophies: Activities are planned for the lower-level students on the leaderboard to win additional trophies.
Reflection of gamification scores to the final grade	Adding point to pass mark: Points are added to the pass mark of the students according to the trophies they have won.