The Meaningful Gamification Strategy to Motivating People for Learning

The Meaningful Gamification Strategy to Motivating People for Learning

Meaning of Gamification

Gamification is a synonym for rewards, and most systems focus on adding points, levels, leaderboards, achievements, or badges to a realistic environment in order to entice people to connect with the real world to receive these rewards. Rewards have been used for centuries to change behavior. Children and pets are trained through Rewards and punishments, soldiers are rewarded for their achievements through ranks and decals, and schools use grades to entice students to do schoolwork.

Nicholson’s (2015) recipe for Meaningful Gamification

Nicholson (2015) and Desie and Ryan (1985-2004) use self-determination theory, a framework that describes how self-motivation and external sources, as well as social and cultural conditions, maintain or frustrate an individual’s sense of motivation.

Instead, the source of motivation depends largely on the context (Hartnett 2016). Similarly, any particular approach to intimidation will not benefit every learner in the same way, and students should be allowed to choose the way they want to show it and the competencies Nicholson also relies on Universal Design for Learning (UDL), a set of design principles that guide the educational design of all learners (Rose & Meyer, 2002).

These theories combine learning and instructional design, and to activate these concepts there are six elements inspired by the design of the game:

Play, exhibition, selection, information, participation, and meditation.

Elements of meaningful Gamification

– Play

This space is more flexible because it develops based on the learner’s interest. It does not consist of a group that has already set some criteria; enough space gives students more control over their learning and allows them to make decisions about learning paths that They want to follow them.

Nicholson suggests that if such space is created correctly, students will not need external rewards because they are able to make a decision – what – means to them.

– Exhibition

Is the representation of narrative class that gives students a way to link the course with their world, and warns – Nicholson – from the use of fiction, because it may take students from the real world, and make it difficult for them to link learning to the final objectives of the course, the acquisition of knowledge skills, Used in their lives using self-stimulation theory, Nicholson suggests giving students control over the challenges and goals they want to pursue.

– the choice

Is an essential part of the theory of self-motivation and the global design of learning. It refers to giving students control over what they want to learn, how they want to learn, what tasks they want to complete. For self-motivation theory, the choice is important because it gives students a sense of independence in their environment; Selection helps remove barriers to learning.

In the context of improvisation, the choice refers to giving students control over the final product of their work and providing evidence along the way that helps students achieve this goal. In this case, external rewards, such as badges and points, can serve as guiding markers.

– the information

The information moves the rationale behind the path of complexity, not just the number of points of achievement or badge, and by emphasizing the rationale, this approach towards sophistication moves it from behavior – which focuses on reward – and a more humane approach that teaches students why they are rewarded and how they move on the path Ability; information can and should be transmitted in a variety of ways. Graphing information can also help give students real-time information about their progress or can be linked to the exhibition and help them communicate with the real world.

– Participation

Refers to the student’s participation with other students as well as with the mechanics of inactivation, and in online courses, social participation can be managed through the use of leaderboards or student profiles, although these should not be imposed on the student.

Interaction with students and with the system can enhance the cooperative and competitive of the learner alone or with the existing team.

– Meditation

The concept of meditation is to create opportunities for players to retreat and think about their game-based experiences. This opportunity to meditate creates a situation where the learner can relate to what happened in the game to elements in his own life. Dewey explored the importance of thinking about learning and argued that without thinking, People make sense of what they do (Rodgers, 2002).

Meditation is usually overlooked, but a powerful tool in helping game-based activity to be good after the experiment.

After looking at these elements, the designer can think about how to use each element of the meaningful placebo recipe to develop a powerful system:

  • What are the key elements of the gameplay?
  •  How can the exhibition be used to help players connect the game activities to the real world?
  • How are players given a range of activities?
  • How can players be provided with information about their actions?
  • How can players become connected?
  • How do players reflect what they have done?

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