Gamification Design for Educational Contexts

Part I Fundamentals Gamification for Education.- Armando Toda, Alexandra I. Cristea, Seiji Isotani .- 1 Games and Gamification.- 2 Gamification in Education.- 3 For Practitioners.- References.- Gamification and Motivation.- Paula T. Palomino, Luiz Rodrigues, Armando Toda.- 1 Introduction.- 2 Self-determination theory.- 2.1 Dissecting Self-Determination Theory.- 2.2 Application.- 2.3 Summary.- 21 3 Flow Theory.- 3.1 Dissecting Flow Theory.- 3.2 Application.- 3.3 Summary.- 4 Cognitive load theory.- 4.1 Dissecting Cognitive Load Theory.- 4.2 Application.- 4.3 Summary.- 5 Goal-setting Theory.- 5.1 Dissecting Goal-setting Theory.- 5.2 Applications.- 5.3 Summary.- 6 Theory of Gamified Learning.- 6.1 Dissecting the Theory.- 6.2 Applications.- 6.3 Summary.- 7 Gamification Science.- 7.1 Dissecting Gamification Science.- 7.2 Applications.- 7.3 Summary.- 8 Concluding Remarks.- References.- Ethical challenges in gamified education research and development: An umbrella review and potential directions.- Ana Carolina Tomé Klock, Brenda Salenave Santana, and Juho Hamari.- 1 Introduction.- 2 Background.- 3 Methodology.- 3.1 Research questions.- 3.2 Inclusion criteria.- 3.3 Search process.- 3.4 Screening procedure.- 3.5 Data extraction plan.- 4 Results.- 4.1 How to make ethical gamification? (RQ1).- 4.2 How to make gamification ethical? (RQ2).- 5 Final remarks.- Acknowledgements.- References.- Theories around Gamification in Education.- Paula T. Palomino.- 1 Introduction.- 2 Gamification Theories for Education.- 2.1 Human-Computer Interaction and User Experience.- 2.2 Gameful Experiences, Gameful Systems, Gameful Design.- 2.3 Gamification Frameworks.- 2.4 Learning Objectives and Learning Activities Types (LATs).- 2.5 ADDIE Instructional Design Framework.- 2.6 Narrative Concepts.- 3 Gamification Frameworks and Guidelines for Education.- 4 Gamification as User Experience (UX).- 5 Concluding Remarks.- References.- Part II Methods and Tools.- TGEEE: Analysis and suggestions for use.-Armando Toda, Alexandra Cristea.- 1 Introduction.- 2 Taxonomy of Gamification Elements for Educational Environments.- 2.1 Performance / Measurement Dimension.- 2.2 Ecological Dimension.- 2.3 Social Dimension.- 2.4 Personal Dimension.- 2.5 Fictional Dimension.- 3 Discussions Limitations of our TGEEE.- 4 Concluding Remarks.- References.- Using Participatory Design to design Gamified interventions in educational environments.- Armando Toda, Elad Yacobson, Giora Alexandron, Paula Palomino, Mauricio Souza, Elian Santos, Alinne Corrêa, Rodrigo Lisboa, Thiago Damasceno Corrêa, and Alexandra Cristea.- 1 Introduction.- 2 Methods.- 3 Case Studies.- 3.1 Gamification of PeTeL.- 3.2 Gamification of a Higher Education virtual course.- 4 Concluding Remarks.- References.- Data Mining in Gamified Learning.- Luiz Rodrigues and Armando Toda.- 1 Introduction.- 2 Data Mining Project.- 2.1 Planning and Reporting.- 2.2 Executing.- 3 EDM Tools.- 3.1 Weka.- 3.2 Orange.- 3.3 R .- 3.4 Python.- 4 Hands-on Data-driven Gamification.- 4.1 GARFIELD: A Regression-based Recommender System.- 4.2 Adaptive Gamification based on Player Type Classification.- 5 Practical Recommendations.- 6 Future Directions.- 7 Final Considerations.- References.- Part III Miscellaneous.- The Dark Aspects of Gamification in Education.- Armando Toda.- 1. Introduction.- 2 Barriers when adopting gamification in educational contexts.- 3 Negative effects on students.- 4 Design principles for gamified interventions.- 5 Concluding remarks.- References.- Evaluation of TGEEE by education professionals.- Armando Toda, Marcia Almeida, Luis Salinas.- 1 Introduction.- 2 Methods.- 2.1 First survey study.- 2.2 Second survey study.- 3 Results.- 3.1 Results from first study.- 3.2 Results from second study.- 4 Discussions.- 5 Concluding Remarks .- References.