skip to main content
10.1145/3428757.3429145acmotherconferencesArticle/Chapter ViewAbstractPublication PagesiiwasConference Proceedingsconference-collections
research-article

Gamification as an enabler of quality distant education: The need for guiding ethical principles towards an education for a global society leaving no one behind

Published: 27 January 2021 Publication History

Abstract

Quality distant education has received growing scientific attention in the recent decades, which is accelerated in present times as a result of the COVID-19 pandemic; traditional in-class teaching methods needed a rapid transformation to be effective in a distant educational context as well, to reduce the existing and deepening digital divide. Convinced by the "FAIR-principles" and the "CARE" Standard, the present paper searches for gamified applicational examples in forecasting and business studies. Through the discussion of the presently existing literature reviews in this domain, the article sheds light upon the development and current scientific standing of this research area. During the search for ethical implications, the present paper aims to formulate future considerations, believing in the idea that gamification, holding the possibility of successful individual outcomes for learners in knowledge acquisition and also in the form of psychological benefits, could serve as a tool for humanity to reach a global society where no one is left behind.

References

[1]
Gabriel Barata, Sandra Gama, Joaquim Jorge, and Daniel Gonçalves. 2017. Studying student differentiation in gamified education: A long-term study. Comput. Human Behav. 71, (June 2017), 550--585.
[2]
Ilaria Caponetto, Jeffrey Earp, and Michela Ott. 2014. Gamification and education: A literature review. Proc. Eur. Conf. Games-based Learn. 1, October (2014), 50--57.
[3]
Sebastian Deterding, Dan Dixon, Rilla Khaled, and Lennart Nacke. 2011. From game design elements to gamefulness: Defining "gamification." Proc. 15th Int. Acad. MindTrek Conf. Envisioning Futur. Media Environ. MindTrek 2011 (2011), 9--15.
[4]
Christo Dichev and Darina Dicheva. 2017. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. Int. J. Educ. Technol. High. Educ. 14, 9 (December 2017), 1--36.
[5]
Darina Dicheva, Christo Dichev, Gennady Agre, and Galia Angelova. 2015. Gamification in Education: A Systematic Mapping Study. Educ. Technol. Soc. 18, 3 (2015), 1--14.
[6]
Paul DiMaggio and Filiz Garip. 2012. Network Effects and Social Inequality. Annu. Rev. Sociol. 38, 1 (August 2012), 93--118.
[7]
Thomas A. DiPrete, Andrew Gelman, Tyler McCormick, Julien Teitler, and Tian Zheng. 2011. Segregation in Social Networks Based on Acquaintanceship and Trust. Am. J. Sociol. 116, 4 (January 2011), 1234--83.
[8]
European Commission. 2016. G20 Leaders' Communique Hangzhou Summit. 1--9.
[9]
Eric Fong, Barry Wellman, Melissa Kwe, and Rima Wilkes. 2001. Correlates of the Digital Divide: Individual, Hosehold and Spatial Variation. Toronto.
[10]
Eszter Hargittai and Steven Shafer. 2006. Differences in actual and perceived online skills: The role of gender. Soc. Sci. Q. 87, 2 (2006), 432--448.
[11]
Barbara Kitchenham, O. Pearl Brereton, David Budgen, Mark Turner, John Bailey, and Stephen Linkman. 2009. Systematic literature reviews in software engineering - A systematic literature review. Inf. Softw. Technol. 51, 1 (January 2009), 7--15.
[12]
Ana Carolina Tomé Klock, Isabela Gasparini, Marcelo Soares Pimenta, and Juho Hamari. 2020. Tailored gamification: A review of literature. Int. J. Hum. Comput. Stud. 144, (December 2020), 102495.
[13]
Jenni Majuri, Jonna Koivisto, and Juho Hamari. 2018. Gamification of education and learning: A review of empirical literature. In Proceedings of the 2nd International GamiFIN Conference (GamiFIN 2018), 11--19.
[14]
J. Martí-Parreño, E. Méndez-Ibáñez, and A. Alonso-Arroyo. 2016. The use of gamification in education: a bibliometric and text mining analysis. J. Comput. Assist. Learn. 32, 6 (December 2016), 663--676.
[15]
Tejaswi Materla, Elizabeth A. Cudney, and Jiju Antony. 2019. The application of Kano model in the healthcare industry: a systematic literature review. Total Qual. Manag. Bus. Excell. 30, 5-6 (April 2019), 660--681.
[16]
Gustavo Mesch, Rita Mano, and Judith Tsamir. 2012. Minority status and health information search: A test of the social diversification hypothesis. Soc. Sci. Med. 75, 5 (September 2012), 854--858.
[17]
Gustavo S. Mesch and Ilan Talmud. 2011. Ethnic differences in internet access: The role of occupation and exposure. Inf. Commun. Soc. 14, 4 (2011), 445--471.
[18]
Fiona Fui-Hoon Nah, Qing Zeng, Venkata Rajasekhar Telaprolu, Abhishek Padmanabhuni Ayyappa, and Brenda Eschenbrenner. 2014. Gamification of Education: A Review of Literature. In Springer, Fiona Fui-Hoon Nah (ed.). Springer International Publishing, Cham, 401--409.
[19]
Alanna O'Connell, Peter J Tomaselli, and Megan Stobart-Gallagher. 2020. Effective Use of Virtual Gamification During COVID-19 to Deliver the OB-GYN Core Curriculum in an Emergency Medicine Resident Conference. Cureus 12, 6 (2020), 1--7.
[20]
OECD. 2018. Bridging the Digital Gender Divide: Include, Upskill, Innovate. Retrieved from http://www.oecd.org/digital/bridging-the-digital-gender-divide.pdf
[21]
Margarita Ortiz, Katherine Chiluiza, and Martin Valcke. 2016. Gamification in Higher Education and Stem: a Systematic Review of Literature. In Proceedings of EDULEARN16, 6548--6558.
[22]
Melinda M. Dela Pena-Bandalaria. 2009. E-Learning in the Philippines: Trends, Directions, and Challenges. Int. J. E-Learning 8, 4 (2009), 495--510.
[23]
Kai Petersen, Robert Feldt, Shahid Mujtaba, and Michael Mattsson. 2008. Systematic Mapping Studies in Software Engineering. In International Journal of Software Engineering and Knowledge Engineering, 33--55.
[24]
Research Data Alliance International Indigenous Data Sovereignty Interest Group. 2019. CARE Principles for Indigenous Data Governance. Retrieved from https://static1.squarespace.com/static/5d3799de845604000199cd24/t/5da9f4479ecab221ce848fb2/1571419335217/CARE+Principles_One+Pagers+FINAL_Oct_17_2019.pdf
[25]
Mark Rickinson and Helen May. 2009. A comparative study of methodological approaches to reviewing literature. High. Educ. Acad. January 2009 (2009), 1--72. Retrieved from https://www.heacademy.ac.uk/sites/default/files/resources/comparativestudy_0.pdf
[26]
Laura Robinson. 2007. The cyberself: the self-ing project goes online, symbolic interaction in the digital age. New Media Soc. 9, 1 (February 2007), 93--110.
[27]
Laura Robinson, Shelia R. Cotten, Hiroshi Ono, Anabel Quan-Haase, Gustavo Mesch, Wenhong Chen, Jeremy Schulz, Timothy M. Hale, and Michael J. Stern. 2015. Digital inequalities and why they matter. Information, Commun. Soc. 18, 5 (May 2015), 569--582.
[28]
Neil Selwyn. 2010. Degrees of Digital Division: Reconsidering Digital Inequalities and Contemporary Higher Education. RUSC. Univ. Knowl. Soc. J. 7, 1 (January 2010), 33--42.
[29]
Leslie Regan Shade. 2014. Missing in Action: Gender in Canada's Digital Economy Agenda. Signs J. Women Cult. Soc. 39, 4 (June 2014), 887--896.
[30]
Simone de Sousa Borges, Vinicius H S Durelli, Helena Macedo Reis, and Seiji Isotani. 2014. A systematic mapping on gamification applied to education. In Proceedings of the 29th Annual ACM Symposium on Applied Computing - SAC '14, ACM Press, New York, New York, USA, 216--222.
[31]
Sujit Subhash and Elizabeth A Cudney. 2018. Gamified learning in higher education: A systematic review of the literature. Comput. Human Behav. 87, June 2018 (October 2018), 192--206.
[32]
Randy Joy Ventayen. 2018. Teachers' Readiness in Online Teaching Environment: A Case of Department of Education Teachers. J. Educ. Manag. Soc. Sci. 2, 1 (2018). Retrieved from www.psurj.org/jemss
[33]
Jane Webster and Richard T Watson. 2002. Analyzing the Past to Prepare for the Future: Writing a Literature Review. MIS Q. 26, 2 (2002), xiii-xxiii.
[34]
Mark D. Wilkinson, Michel Dumontier, IJsbrand Jan Aalbersberg, Gabrielle Appleton, Myles Axton, Arie Baak, Niklas Blomberg, Jan-Willem Boiten, Luiz Bonino da Silva Santos, Philip E. Bourne, Jildau Bouwman, Anthony J. Brookes, Tim Clark, Mercè Crosas, Ingrid Dillo, Olivier Dumon, Scott Edmunds, Chris T. Evelo, Richard Finkers, Alejandra Gonzalez-Beltran, Alasdair J.G. Gray, Paul Groth, Carole Goble, Jeffrey S. Grethe, Jaap Heringa, Peter A.C 't Hoen, Rob Hooft, Tobias Kuhn, Ruben Kok, Joost Kok, Scott J. Lusher, Maryann E. Martone, Albert Mons, Abel L. Packer, Bengt Persson, Philippe Rocca-Serra, Marco Roos, Rene van Schaik, Susanna-Assunta Sansone, Erik Schultes, Thierry Sengstag, Ted Slater, George Strawn, Morris A. Swertz, Mark Thompson, Johan van der Lei, Erik van Mulligen, Jan Velterop, Andra Waagmeester, Peter Wittenburg, Katherine Wolstencroft, Jun Zhao, and Barend Mons. 2016. The FAIR Guiding Principles for scientific data management and stewardship. Sci. Data 3, 1 (December 2016), 160018.

Cited By

View all
  • (2024)Gamification towards and alongside equity, diversity and inclusion: Looking back to move forwardNew Media & Society10.1177/14614448241254028Online publication date: 29-May-2024
  • (2024)Towards an effective methodology for the integral gamification of classesMultimedia Tools and Applications10.1007/s11042-024-19846-wOnline publication date: 18-Jul-2024
  • (2023)Gamification Analysis with Collaborative Methodology for Higher Education2023 Congress in Computer Science, Computer Engineering, & Applied Computing (CSCE)10.1109/CSCE60160.2023.00115(675-679)Online publication date: 24-Jul-2023

Index Terms

  1. Gamification as an enabler of quality distant education: The need for guiding ethical principles towards an education for a global society leaving no one behind

      Recommendations

      Comments

      Information & Contributors

      Information

      Published In

      cover image ACM Other conferences
      iiWAS '20: Proceedings of the 22nd International Conference on Information Integration and Web-based Applications & Services
      November 2020
      492 pages
      Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

      In-Cooperation

      • Johannes Kepler University, Linz, Austria

      Publisher

      Association for Computing Machinery

      New York, NY, United States

      Publication History

      Published: 27 January 2021

      Permissions

      Request permissions for this article.

      Check for updates

      Author Tags

      1. Evaluation
      2. Gamification
      3. Higher education
      4. Learner engagement

      Qualifiers

      • Research-article
      • Research
      • Refereed limited

      Conference

      iiWAS '20

      Contributors

      Other Metrics

      Bibliometrics & Citations

      Bibliometrics

      Article Metrics

      • Downloads (Last 12 months)21
      • Downloads (Last 6 weeks)3
      Reflects downloads up to 17 Feb 2025

      Other Metrics

      Citations

      Cited By

      View all
      • (2024)Gamification towards and alongside equity, diversity and inclusion: Looking back to move forwardNew Media & Society10.1177/14614448241254028Online publication date: 29-May-2024
      • (2024)Towards an effective methodology for the integral gamification of classesMultimedia Tools and Applications10.1007/s11042-024-19846-wOnline publication date: 18-Jul-2024
      • (2023)Gamification Analysis with Collaborative Methodology for Higher Education2023 Congress in Computer Science, Computer Engineering, & Applied Computing (CSCE)10.1109/CSCE60160.2023.00115(675-679)Online publication date: 24-Jul-2023

      View Options

      Login options

      View options

      PDF

      View or Download as a PDF file.

      PDF

      eReader

      View online with eReader.

      eReader

      Figures

      Tables

      Media

      Share

      Share

      Share this Publication link

      Share on social media