CISTI'2013 (8th Iberian Conference on Information Systems and Technologies), to be held between the 19th and 22th of June 2013, in Lisbon, Portugal. The final programa is available.
The program includes a workshop on Serious Games: SGaMePlay 2013 - Third Iberian Workshop on Serious Games and Meaningful Play. Under the theme Information Technologies in Education, there are some potential interesting papers on gamification, game-based learning and motivation:
- Immersive Learning: Metaversos e Games na Educação, Eliane Schlemmer, Unisinos, Brazil and Fernando Marson, Unisinos, Brazil
Abstract: O artigo, a partir de uma reflexão sobre a Cultura Digital e novo sujeito da aprendizagem, apresenta e discute o uso de Metaversos e Jogos Digitais na Educação, envolvendo conceitos como: estado de flow, experimentação e significação para problematizar a questão da aprendizagem. Nesse contexto, propõe o Immersive Learning – i-Learning, por meio do desenvolvimento de Experiências de Realidade Virtual e Experiências de Virtualidade Real, como uma das possibilidades educacionais que pode ser propiciada para os novos sujeitos da aprendizagem, que fazem parte da Cultura Digital.
- What’s in it for me? Enlightening motivation within a social network decision-making, Francisco Antunes, INESC Coimbra - Universidade da Beira Interior Portugal and João Paulo Costa, INESC Coimbra - Faculdade de Economia da Universidade de Coimbra , Portugal
Abstract: This paper addresses the motivations by which people engage in social networking, according to the existing literature. Understanding these motivations allows firms to set processes to explore them, in order to establish and develop a decision support social network, supported by social network sites. Participating in social networks draws upon the interaction of intrinsic and extrinsic factors. On one hand, intrinsic factors refer to motivation embedded in the action itself (comes within the individual), rather than from external rewards such as money or recognition. On the other hand, extrinsic factors refer to the motivation coming outside the individual. Considering that solutions to problems are expected within a decision support social network, some potential problems are identified and addressed.
- Gamification for Productive Interaction. Reading and Working with the Gamification Debate in Education, Razvan Rughinis University Politehnica of Bucharest Romania
Abstract: We examine the gamification debate of recent years and we propose an alternative, heuristic definition for gamification in learning situations. After considering several critiques of the gamification concept, we privilege in our definition 'interaction' over 'motivation', 'simple gameplay' over 'game mechanics', and we highlight the diverse and changing behaviors of user/players. We re-define gamification in learning contexts as 'simple gameplay to support productive interaction for expected types of learners and instructors'. We argue that this definition offers a lowest common denominator to inform gamification in education.
The abstract of the first one has a reference to the state of flow (is it the flow theory of Csikszentmihalyi?).
The second papers deals with motivation in social networks. Does the approach involves any gamification features?
The third abstract includes a new definition for gamification in learning contexts: simple gameplay to support productive interaction for expected types of learners and instructors. It will be interesting to read the full paper.
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