Gamification of learning - Wikipedia

The gamification of learning is an educational approach that seeks to motivate students by using video game design and game elements in learning environments. Gamificationoflearning FromWikipedia,thefreeencyclopedia Jumptonavigation Jumptosearch Educationalapproachaimingtopromotelearningbyusingvideogamedesignandgameelements Thegamificationoflearningisaneducationalapproachthatseekstomotivatestudentsbyusingvideogamedesignandgameelementsinlearningenvironments.[1][2]Thegoalistomaximizeenjoymentandengagementbycapturingtheinterestoflearnersandinspiringthemtocontinuelearning.[3]Gamification,broadlydefined,istheprocessofdefiningtheelementswhichcomprisegames,makethosegamesfun,andmotivateplayerstocontinueplaying,thenusingthosesameelementsinanon-gamecontexttoinfluencebehavior.[4]Inotherwords,gamificationistheintroductionofgameelementsintoatraditionallynon-gamesituation. Therearetwoformsofgamification:structural,whichmeansnochangestosubjectmatter,andthealteredcontentmethodthataddssubjectmatter.[5]Gamesappliedinlearningcanbeconsideredseriousgames,orgameswherethelearningexperienceiscenteredaroundseriousstories.Aseriousstoryneedstobeboth"impressiveinquality"and"partofathoughtfulprocess"toachievelearninggoals.[6] Ineducationalcontexts,examplesofdesiredstudentbehaviorasaresultofgamificationincludeattendingclass,focusingonmeaningfullearningtasks,andtakinginitiative.[7][8] Thegamifiedmusiclearningplatform,RiseoftheRhythm Gamificationoflearningdoesnotinvolvestudentsindesigningandcreatingtheirowngamesorinplayingcommerciallyproducedvideogames,makingitdistinguishablefromgame-basedlearning,orusingeducationalgamestolearnaconcept.Withingame-basedlearninginitiatives,studentsmightuseGamestarMechanicorGameMakertocreatetheirownvideogameorexploreandcreate3DworldsinMinecraft.Intheseexamples,thelearningagendaisencompassedwithinthegameitself. Someauthorscontrastgamificationoflearningwithgame-basedlearning.Theyclaimthatgamificationoccursonlywhenlearninghappensinanon-gamecontext,suchasaschoolclassroom.Underthisclassification,whenaseriesofgameelementsisarrangedintoa"gamelayer,"orasystemwhichoperatesincoordinationwithlearninginregularclassrooms,thengamificationoflearningoccurs.[9]Otherexamplesofgamifiedcontentincludegamesthatarecreatedtoinducelearning.[10] Contents 1Gameelementsthatcanfacilitatelearning 2Benefits 3Application 4History 5Effectiveness 6Legalrestrictions 7Criticism 8Seealso 9References Gameelementsthatcanfacilitatelearning[edit] Someelementsofgamesthatmaybeusedtomotivatelearnersandfacilitatelearninginclude: Progressmechanics(points/badges/leaderboards,orPBL's) Narrativeandcharacters Playercontrol Immediatefeedback Opportunitiesforcollaborativeproblemsolving Scaffoldedlearningwithincreasingchallenges Opportunitiesformastery,andlevelingup Socialconnection Amorecompletetaxonomyofgameelementsusedineducationalcontextsdivide21gameelementsintofivedimensions[11][12] GamificationTaxonomyforEducation[11][12] Whenaclassroomincorporatestheuseofsomeoftheseelements,thatenvironmentcanbeconsidered"gamified".Thereisnodistinctionastohowmanyelementsneedtobeincludedtoofficiallyconstitutegamification,butaguidingprincipleisthatgamificationtakesintoconsiderationthecomplexsystemofreasonsapersonchoosestoact,andnotjustonesinglefactor.[9]Progressmechanics,whichneednotmakeuseofadvancedtechnology,areoftenthoughtofasconstitutingagamifiedsystem[1]However,usedinisolation,thesepointsandopportunitiestoearnachievementsarenotnecessarilyeffectivemotivatorsforlearning.[1]Engagingvideogameswhichcankeepplayersplayingforhoursonenddonotmaintainplayers'interestbysimplyofferingtheabilitytoearnpointsandbeatlevels.Rather,thestorythatcarriesplayersalong,thechancesforplayerstoconnectandcollaboratewithothers,theimmediatefeedback,theincreasingchallenges,andthepowerfulchoicesgiventoplayersabouthowtoproceedthroughoutthegame,areimmenselysignificantfactorsinsustainedengagement.Businessinitiativesdesignedtousegamificationtoretainandrecruitcustomers,butdonotincorporateacreativeandbalancedapproachtocombininggameelements,maybedestinedtofail.[13]Similarly,inlearningcontexts,theuniqueneedsofeachsetoflearners,alongwiththespecificlearningobjectivesrelevanttothatcontextmustinformthecombinationofgameelementstoshapeacompellinggamificationsystemthathasthepotentialtomotivatelearners.[3] Asystemofgameelementswhichoperatesintheclassroomisexplicit,andconsciouslyexperiencedbythestudentsintheclassroom.Thereisnohiddenagendabywhichteachersattempttocoerceortrickstudentsintodoingsomething.Studentsstillmakeautonomouschoicestoparticipateinlearningactivities.Theprogressmechanicsusedinthegamifiedsystemcanbethoughtofaslightingthewayforlearnersastheyprogress,[14]andtheothergamemechanicsandelementsofgamedesignaresetupasanimmersivesystemtosupportandmaximizestudents'learning.[15] Benefits[edit] Gamificationinitiativesinlearningcontextsacknowledgethatlargenumbersofschool-agedchildrenplayvideogames,whichshapestheiridentityaspeopleandaslearners.[16][17][page needed][18][page needed]Whiletheworldofgamingusedtobeskewedheavilytowardmaleplayers,recentstatisticsshowthatslightlymorethanhalfofvideogameplayersaremale:intheUnitedStates,59%male,41%female,and52%male,48%femaleinCanada.[19][20]Withingamesandotherdigitalmedia,studentsexperienceopportunitiesforautonomy,competenceandrelatedness,[21]andtheseaffordancesarewhattheyhavecometoexpectfromsuchenvironments.Providingthesesameopportunitiesintheclassroomenvironmentisawaytoacknowledgestudents'reality,andtoacknowledgethatthisrealityaffectswhotheyareaslearners.[22][page needed][23][24][25]Incorporatingelementsfromgamesintoclassroomscenariosisawaytoprovidestudentswithopportunitiestoactautonomously,todisplaycompetence,andtolearninrelationshiptoothers.[21]Gameelementsareafamiliarlanguagethatchildrenspeak,andanadditionalchannelthroughwhichteacherscancommunicatewiththeirstudents. GamedesignerJaneMcGonigalcharacterizesvideogameplayersasurgentoptimistswhoarepartofasocialfabric,engagedinblissfulproductivity,andonthelookoutforepicmeaning.[26]Ifteacherscansuccessfullyorganizetheirclassroomsandcurriculumactivitiestoincorporatetheelementsofgameswhichfacilitatesuchconfidence,purposeandintegratedsenseofmission,studentsmaybecomeengrossedinlearningandcollaboratingsuchthattheydonotwanttostop.Thedynamiccombinationofintrinsicandextrinsicmotivatorsisapowerfulforce[21]which,ifeducationalcontextscanadaptfromvideogames,mayincreasestudentmotivation,andstudentlearning. Someofthepotentialbenefitsofsuccessfulgamificationinitiativesintheclassroominclude: givingstudentsownershipoftheirlearning[27] opportunitiesforidentityworkthroughtakingonalternateselves[28] freedomtofailandtryagainwithoutnegativerepercussions[27] chancestoincreasefunandjoyintheclassroom[29] opportunitiesfordifferentiatedinstruction[29] makinglearningvisible[29] providingamanageablesetofsubtasksandtasks inspiringstudentstodiscoverintrinsicmotivatorsforlearning[citationneeded] Referringtohowvideogamesprovideincreasinglydifficultchallengestoplayers,gamedesignerAmyJoKimhassuggestedthateveryeducationalscenariocouldbesetuptooperatethisway.[14][30]Thisgamemechanicwhichinvolvestrackingplayers'learninginthegame,andrespondingbyraisingthedifficultyleveloftasksatjusttherightmoment,keepsplayersfrombecomingunnecessarilyfrustratedwithtasksthataretoodifficult,aswellaskeepsplayersfrombecomingboredwithtasksthataretooeasy.Thispacingfosterscontinuedengagementandinterestwhichcanmeanthatlearnersarefocusedoneducationaltasks,andmaygetintoastateofflow,ordeeplyabsorbedinlearning.[31] Ingamifiede-learningplatforms,massiveamountofdataaregeneratedasaresultofuserinteractionandactionwithinthesystem.Theseactionsandinteractionscanbeproperlysampled,recordedandanalyzed.Meaningfulinsightsonperformancebehaviorsandlearningobjectivescanbeusefultoteachers,learnersandapplicationdeveloperstoimprovethelearning.Theseinsightscanbeinformofaquickfeedbacktolearnersonthelearningobjectiveswhilethelearnerstilloperateswithintherulesofplay.Datageneratedfromgamescanalsobeusedtouncoverpatternsandrulestoimprovethegamifiede-learningexperience.[32] InalargesystematicreviewoftheliteratureregardingtheapplicationofgamificationinHigherEducationbenefitswhereidentifiedsuchaspositiveeffectsinstudentengagement,attitude,performanceandenjoymentalthoughthesearemediatedbythecontextanddesign.[33] Application[edit] Threekeywaysinwhichaclassroom,course,orunitcanbegamifiedarethroughchangingthelanguage,adaptingthegradingprocess,andmodifyingthestructureofthelearningenvironment.Withregardtolanguage,insteadofreferringtoacademicrequirementswiththetypicalassociatedterms,game-likenamesmaybeusedinstead.Forexample,makingacoursepresentationmightbereferredtoas"embarkingonaquest",writinganexammightbe"defeatingmonsters",andcreatingaprototypemightbeclassedas"completingamission".Intermsofgrading,thegradingschemeforacoursemightbeadaptedtomakeuseofExperiencepoints(XP)asopposedtolettergrades.Eachstudentcanbeginatlevelonewithzeropoints;astheyprogressthroughthecourse,completingmissionsanddemonstratinglearning,theyearnXP.AchartcanbedevelopedtoillustratehowmanyXPisrequiredtoearnalettergrade.Forexample,earning1500XPmighttranslatetoaC,while2000wouldearnaB,and2500,anA.SometeachersuseXP,aswellashealthpoints(HP)andknowledgepoints(KP)tomotivatestudentsintheclassroom,butdonotconnectthesepointswiththelettergradesstudentsgetonareportcard.Insteadthesepointsareconnectedwithearningvirtualrewardssuchasbadgesortrophies.[citationneeded] Thestructureofacourseorunitmaybeadaptedinvariouswaystoincorporateelementsofgamification;theseadaptationscanaffecttheroleofthestudent,theroleoftheteacher,androleofthelearningenvironment.Theroleofastudentinagamifiedenvironmentmightbetoadoptanavatarandagamenamewithwhichtheynavigatethroughtheirlearningtasks.Studentsmaybeorganizedintoteamsorguilds,andbeinvitedtoembarkonlearningquestswiththeirfellowguildmembers.Theymaybeencouragedtohelpotherguildmembers,aswellasthoseinotherguilds,iftheyhavemasteredalearningtaskaheadofothers.Studentstendtoexpressthemselvesasoneofthefollowinggame-playertypes;player(motivatedbyextrinsicrewards),socialiser(motivatedbyrelatedness),freespirit(motivatedbyautonomy),achiever(motivatedbymastery)andphilanthropist(motivatedbypurpose).[34]Theroleoftheteacheristodesignagamifiedapplication,embeddinggamedynamicsandmechanicsthatappealtothetargetgroup(i.e.students)andprovidethetypeofrewardsthatareattractivetothemotivationofthemajority.[35]Therefore,itisimportantteachersknowtheirstudentssotheyareabletobestdesignagamififedprogramthatnotonlyintereststhestudentsbutalsooneinwhichmatchesthespecificlearninggoalsthathitonelementsofknowledgefromthecurriculum.[1]Theteacheralsoneedstoresponsiblytrackstudentachievementswithaweb-basedplatform,suchasOpenBadges,theWordPressplug-inGameOnoranonlinespreadsheet.TheteachermayalsopublishaleaderboardonlinewhichillustratesthestudentswhohaveearnedthemostXP,orreachedthehighestlevelofplay.Theteachermaydefinetheparametersoftheclassroom"game",givingtheultimatelearninggoalaname,definingthelearningtaskswhichmakeuptheunitorthecourse,andspecifyingtherewardsforcompletingthosetasks.Theotherimportantroleoftheteacheristoprovideencouragementandguidanceforstudentsastheynavigatethegamifiedenvironment. Theroleofagamifiedlearningenvironmentmaybestructuredtoprovideanoverarchingnarrativewhichfunctionsasacontextforallthelearningactivities.Forexample,anarrativemightinvolveanimpendingzombieattackwhichcanbefendedofforamurdermysterywhichcanbesolved,ultimately,throughtheprocessoflearning.Learningisthefocusofeachgamifiedsystem.Sometimesthenarrativeisrelatedtothecontentbeinglearned,forexample,inthecaseofadiseaseoutbreakwhichcanbestoppedthroughlearningbiology.Insomecasesthenarrativeisunrelated,asinacaseofmusicstudentswholearntoplaypiecesasthemeanstocollectivelyclimbuptothetopofamountain,experiencingvariouschallengesandsetbacksalongtheway.Otherwaysinwhichgamingelementsarepartoftheroleofthelearningenvironmentincludethememusicplayedatopportunetimes,acontinuousfeedbackloopwhich,ifnotinstantaneous,isasquickaspossible,avarietyofindividualandcollaborativechallenges,andtheprovisionofchoiceastowhichlearningactivitiesareundertaken,howtheywillbeundertaken,orinwhichordertheywillbeundertaken.[originalresearch?] History[edit] Withoutaddingextragamingelementstotheclassroom,schoolingalreadycontainssomeelementswhichareanalogoustogames.[29][unreliablesource?]Sincethe1700s,schoolhaspresentedopportunitiesforstudentstoearnmarksforhandinginassignmentsandcompletingexams,[36][page needed][37][38]whichareaformofrewardpoints.Sincetheearly1900s,withtheadventofpsychoanalytictheory,rewardmanagementprogramsweredevelopedandcanstillbeseeninschools.Forexample,manyteacherssetuprewardprogramsintheirclassroomswhichallowstudentstoearnfreetime,schoolsuppliesortreatsforfinishinghomeworkorfollowingclassroomrules.[4] TeachingmachineswithgamificationfeaturesweredevelopedbycyberneticistGordonPaskfrom1956onwards,afterhewasgrantedapatentforan"Apparatusforassistinganoperatorinperformingaskill".[39]Basedonthispatent,PaskandRobinMcKinnon-WoodbuiltSAKI–theSelf-AdaptiveKeyboardInstructor–forteachingstudentshowtousetheHollerithkeypunch,adataentrydeviceusingpunchedcards.Thepunchedcardwascommonuntilthe1970sandtherewashugedemandforskilledoperators.SAKItreatsthestudentasa"blackbox",buildingaprobabilisticmodeloftheirperformanceasitgoes.[40]Themachinestorestheresponsetimesfordifferentexercises,repeatingexercisesforwhichtheoperatorhastheslowestaverageresponsetime,andincreasingthedifficultyofexerciseswheretheoperatorhasperformedsuccessfully.SAKIcouldtrainanexpertkey-punchoperatorinfourtosixweeks,areductionofbetween30and50percentoverothermethods."Ideally,foranoperatortoperformaskillefficiently,thedatapresentedtohimshouldalwaysbeofsufficientcomplexitytomaintainhisinterestandmaintainacompetitivesituation,butnotsocomplexastodiscouragetheoperator".[39]SAKIledtothedevelopmentofteachingsoftwaresuchastheMavisBeacontypingtutor,[41]fondlyrememberedbystudentsoftouch-typingeverywhere. Whilesomehavecriticizedtheterm"gamification"then,assimplyanewnameforapracticethathasbeenusedineducationformanyyears,[42]gamificationdoesnotrefertoaone-dimensionalsystemwherearewardisofferedforperformingacertainbehaviour.Thegamificationoflearningisanapproachwhichrecentlyhasevolved,incoordinationwithtechnologicaldevelopments,toincludemuchlargerscalesforgameplay,newtools,andnewwaystoconnectpeople.[43]Thetermgamification,coinedin2002,isnotaone-dimensionalrewardsystem.Rather,ittakesintoconsiderationthevarietyofcomplexfactorswhichmakeapersondecidetodosomething;itisamultifacetedapproachwhichtakesintoconsiderationpsychology,design,strategy,andtechnology.[9]Onereasonforthepopularizationoftheterm"gamification"isthatcurrentadvancementsintechnology,inparticular,mobiletechnologyhaveallowedfortheexplosionofavarietyofgamificationinitiativesinmanycontexts.SomeofthesecontextsincludetheStarbucksandShoppersDrugMartloyaltyprograms,location-basedcheck-inapplicationssuchasFoursquare,andmobileandwebapplicationsandtoolsthatrewardandbroadcasthealthyeating,drinking,andexercisehabits,suchasFitocracy,BACtrackandFitbit.Theseexamplesinvolvetheuseofgameelementssuchaspoints,badgesandleaderboardstomotivatebehaviouralchangesandtrackthosechangesinonlineplatforms.Thegamificationoflearningisrelatedtothesepopularinitiatives,butspecificallyfocusesontheuseofgameelementstofacilitatestudentengagementandmotivationtolearn.Itisdifficulttopinpointwhengamification,inthestrictsenseoftheterm,cametobeusedineducationalcontexts,althoughexamplessharedonlinebyclassroomteachersbeginappearingin2010.[citationneeded] Effectiveness[edit] TheresearchofDomínguezandcolleaguesaboutgamifyinglearningexperiencessuggeststhatcommonbeliefsaboutthebenefitsobtainedwhenusinggamesineducationcanbechallenged.Studentswhocompletedthegamifiedexperiencegotbetterscoresinpracticalassignmentsandinoverallscore,buttheirfindingsalsosuggestthatthesestudentsperformedpoorlyonwrittenassignmentsandparticipatedlessonclassactivities,althoughtheirinitialmotivationwashigher.Theresearchersconcludedthatgamificationine-learningplatformsseemstohavethepotentialtoincreasestudentmotivation,butthatitisnottrivialtoachievethateffect,asabigeffortisrequiredinthedesignandimplementationoftheexperienceforittobefullymotivatingforparticipants.Ontheonehand,qualitativeanalysisofthestudysuggeststhatgamificationcanhaveagreatemotionalandsocialimpactonstudents,asrewardsystemsandcompetitivesocialmechanismsseemtobemotivatingforthem.Butquantitativeanalysissuggeststhatthecognitiveimpactofgamificationonstudentsisnotverysignificant.Studentswhofollowedtraditionalexercisesperformedsimilarlyinoverallscorethanthosewhofollowedgamifiedexercises.Disadvantagesofgamifiedlearningwerereportedby57studentswhodidnotwanttoparticipateinthegamifiedexperience.Themostfrequentreasonarguedbystudentswas'timeavailability'.Thesecondmostimportantreasonweretechnicalproblems.Otherreasonswerethatthereweretoomanystudentsandthattheyhadtovisitsomanywebpagesandapplicationsattheuniversitythattheydidnotwanttouseanewone.[44] Anotherfieldwhereseriousgamesareusedtoimprovelearningishealthcare.PetitditDariel,Raby,RavautandRothan-Tondeurinvestigatedthedevelopingofseriousgamespotentialinnursingeducation.Theysuggestthatfewnursingstudentshavelong-termexposuretohome-careandcommunitysituations.Newpedagogicaltoolsareneededtoadequatelyandconsistentlypreparenursesfortheskillstheywillneedtocareforpatientsoutsideacutecaresettings.Advancesininformationandcommunicationstechnologiesofferanopportunitytoexploreinnovativepedagogicalsolutionsthatcouldhelpstudentsdeveloptheseskillsinasafeenvironment.Laboratorysimulationswithhighfidelitymannequins,forexample,havebecomeanintegralelementinmanyhealthcarecurricula.[45]Arecentsystematicreviewfoundevidencesuggestingthattheuseofsimulationmannequinssignificantlyimprovedthreeoutcomesintegraltoclinicalreasoning:knowledgeacquisition,criticalthinkingandtheabilitytoidentifydeterioratingpatients.[46] InthestudyofMouaheb,Fahli,MoussetadandEljamalianAmericanversionofaseriousgamewasinvestigated:VirtualUniversity.Resultsshowedthatlearningusingthisseriousgamehaseducationalvaluesthatarebasedonlearningconceptsadvocatedbyconstructivistpsycho-cognitivetheories.Itguaranteesintrinsicmotivation,generatescognitiveconflictsandprovidessituatedlearning.TheuseofVirtualUniversityallowedtheresearcherstoidentifythefollowingkeypoints:fromitsplayfulnesscombinedwithvideogametechnologies,thetoolwasabletomotivatelearnersintrinsically;thesimulationgamealsorecreateslearningsituationsextremelyclosetothatofreality,especiallyconsideringthecomplexity,dynamismandalloftheinterrelationsandinteractionsthatexistwithintheuniversitysystem.Thisisamajoreducationaladvantagebyencouraging1)anintenseinteractionthatgeneratesrealcognitiveorsocio-cognitiveconflicts,providingasolidconstructionofknowledge;2)anautonomyinthelearningprocessfollowingastrongmetacognitiveactivity;3)aneventualtransferofacquiredskills.[47] InanotherstudyinvolvinganAmericanbasedschool, gamificationwasintegratedintoallitssubjects.Bothstudentsandteachersindicatedtheyderivedmaximumsatisfactionfromagamifiedformoflearning.However,resultsfromstandardizedtestsshowedaslightlyimprovedperformance,andinsomecases,below-averageperformanceincomparisontootherschools.[48]Enoughevidence-basedresearchneedstobecarriedouttoobjectivelymeasuretheeffectivenessofgamificationoflearningacrossvaryingfactors.[49] Legalrestrictions[edit] Multiplelegalrestrictionsmayapplytothegamificationoflearningbecauseofthedifferenceinlawsindifferentcountriesandstates.However,therearecommonlawsprevalentinmostjurisdictions. Administratorsandinstructorsmustensuretheprivacyrightsoflearnersareprotected.TheuseofPersonallyIdentifiableInformation(PII)oflearnersandotheruser-generateddatashouldbeclearlystatedinaprivacypolicymadeavailabletoalllearners. Gamifiede-learningsystemscanmakeuseofexistinggameelementssuchasavatarsandbadges.Educatorsshouldbeawareofthecopyrightprotectionguidingtheuseofsuchelementsandensuretheyarenotinviolation.Permissionshouldbeobtainedfromthecreatorsofexistinggameitemsundercopyrightprotection.Insomecases,educatorscancreatetheirgameelementsforuseinsuchgamifiede-learningsystems.[50] Criticism[edit] Gamificationoflearninghasbeencriticizedforitsuseofextrinsicmotivators,whichsometeachersbelievemustbeavoidedsincetheyhavethepotentialtodecreaseintrinsicmotivationforlearning(seeoverjustification).Thisideaisbasedonresearchwhichemergedfirstintheearly1970s[51][52]andhasbeenrecentlymadepopularbyDanielPink.[53]Teachersmaynotacknowledgethatextrinsicmotivatorsarealreadyatworkinatypicalclassroom,ortheymaywishtominimizeextrinsicmotivation.[citationneeded] Someteachersmaycriticizegamificationfortakingalessthanseriousapproachtoeducation.Thismaybearesultofthehistoricaldistinctionbetweenworkandplaywhichperpetuatesthenotionthattheclassroomcannotbeaplaceforgames,oraplaceforfun.[54][55]Gameplayhasalsosufferedundermisconceptionsofbeingeasy,irrelevanttolearning,andapplicableonlytoveryyoungchildren.[56]Thesenegativeimpressionsofplaymaytranslateintosuspicionsregardingthevalueofgameelementswhichpromotefunandasenseofplayfulnesswithinalearningcontext.[originalresearch?] Teacherswhocriticizethegamificationoflearningmightfeelthatitisnotworththeirtimetoimplementgaminginitiatives,eitherbecausetheythemselvesarestretchedthinwiththenumberofresponsibilitiesthattheyalreadyhave,[29]orbecausetheyfearthatthecurriculummightnotbecoveredifanytimeisspentdedicatedtoanythingotherthanengagementwiththatcurriculum.Gamificationoflearninghasbeenalsocriticizedasineffectiveforcertainlearnersandforcertainsituations.Proponentsofgamificationhaveneverclaimedthatgamificationissuchapanacea,recognizingthatitisnotanappropriatestrategytomotivateeverylearnerineverycircumstance[citationneeded].[1]VideogametheoristIanBogosthascriticizedgamificationforitstendencytotakeasimplistic,manipulativeapproachwhichdoesnotreflecttherealqualityofcomplex,motivationalgames.Educationalscenarioswhichpurporttobegamification,butonlymakeuseofprogressmechanicssuchaspoints,badgesandleaderboardsareparticularlysusceptibletosuchcriticism. TherearegrowingconcernsaboutethicalconstraintssurroundingimplementationofgamificationusingICTtoolsande-learningsystems.Gamingelements,likepointsandbadges,canencouragecollaborationandsocialcompetitionbutcanalsoencourageaggressionamongstlearners.Moreso,thepoliciesguidingtheprivacyandsecurityofdataproducedingamifiede-learningsystemsneedstobetransparenttoallstakeholdersincludingstudentsandadministrators.[57]Teachersandstudentsneedtobeawareandaccepttoparticipateinanygamifiedformoflearningintroducedinthecurriculum.Anypossiblerisksthatmayariseshouldbemadeavailabletoallparticipantspriortotheirparticipation.Also,Educatorsshouldhaveanunderstandingofthetargetaudienceofthelearnerstomaintainfairness.Educatorsneedtoensuregamingelementsandrulesintegratedingamificationdesigndonotimpairlearners'participationbecauseoftheirsocial,culturalorphysicalconditions.[58] Seealso[edit] Educationalgame Gamestudies Gamification Incentive-centereddesign References[edit] 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