tag:blogger.com,1999:blog-17257526591664923972024-03-19T08:36:45.721+00:00Education & eLearning 2.0Thoughts and comments on a research about e-learning, social networks and web 2.0.Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.comBlogger332125tag:blogger.com,1999:blog-1725752659166492397.post-10233097707628614852017-05-17T08:52:00.002+01:002017-05-17T08:52:36.262+01:00The GOAL Project: Gamified and Online Activities for Learning<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifBqAeM1aM5vmo2y6QoiBFgRCFBcwonxPqM0E5JlW3KwZhPoHCyOy4EgSXCn6mG-YkHDgES7BZJ1Notb2n6pRzOPTK5azbuuKyF2vBVzCK9jTrtmI3Ogg2TyIMqRsmw_yyiQr7mz9ypzk/s1600/Captura+de+ecra%25CC%2583+2017-05-15%252C+a%25CC%2580s+19.17.18.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="95" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifBqAeM1aM5vmo2y6QoiBFgRCFBcwonxPqM0E5JlW3KwZhPoHCyOy4EgSXCn6mG-YkHDgES7BZJ1Notb2n6pRzOPTK5azbuuKyF2vBVzCK9jTrtmI3Ogg2TyIMqRsmw_yyiQr7mz9ypzk/s400/Captura+de+ecra%25CC%2583+2017-05-15%252C+a%25CC%2580s+19.17.18.png" width="400" /></a></div>
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<a href="http://goal.csd.auth.gr/"><b>GOAL Project</b></a> aims to support active and non-active athletes in the development
of their professional endeavours, after the end of their athletic
career.</div>
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One of the objectives is "<i>to design and develop digital content packaged in serious games and
gamified digital interfaces to support dual career of athletes (active
and former athletes</i>".</div>
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The project aims to reach its objectives through:</div>
<ul>
<li>An e-learning platform; </li>
<li><b>Gamified activities;</b></li>
<li>Distant psychological support;</li>
<li>E-mentoring.</li>
</ul>
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More information about the project can be found <a href="http://goal.csd.auth.gr/wp-content/themes/writing-board/images/Goal%20Leaflet.pdf">here</a>.</div>
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Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com129tag:blogger.com,1999:blog-1725752659166492397.post-77277722818763590112017-05-16T09:31:00.000+01:002017-05-16T09:31:13.197+01:00Palestra "Gamificação: Uso de Técnicas de Videojogos em Contexto Empresarial"<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjq45RguFNTgtp-6Madfb2ABO5hxmUwZvCT9xVkFNt7P_CY4zMm0O2HyHzjF2ks_LTTig-wnwF9eXyfFjpYzI2UY5RD2LJML4D5s98l59hVO4m2Y7RXbO1yRRsH4lPH8VxuG5rLpyRYrV8/s1600/Captura+de+ecra%25CC%2583+2017-05-15%252C+a%25CC%2580s+16.59.52.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjq45RguFNTgtp-6Madfb2ABO5hxmUwZvCT9xVkFNt7P_CY4zMm0O2HyHzjF2ks_LTTig-wnwF9eXyfFjpYzI2UY5RD2LJML4D5s98l59hVO4m2Y7RXbO1yRRsH4lPH8VxuG5rLpyRYrV8/s400/Captura+de+ecra%25CC%2583+2017-05-15%252C+a%25CC%2580s+16.59.52.png" width="316" /></a></div>
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"<i>No âmbito da unidade curricular de Marketing Digital, lecionada pelo
Prof. Jorge Esparteiro Garcia, decorreu hoje na ESCE, uma palestra com o
título "Gamificação: Uso de Técnicas de Videojogos em Contexto
Empresarial" dinamizada pelo Prof. Doutor Jorge Simões do ISPGaya.</i></div>
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<i>
A sessão, que despertou o interesse dos alunos do Mestrado em
Marketing, permitiu perceber as estratégias e técnicas associadas à
Gamificação, </i><span class="text_exposed_show"><i>e de que forma estas permitem potenciar e alavancar a comunicação das empresas e marcas na web, e nas redes sociais.</i>"</span></div>
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<a href="https://www.facebook.com/ESCE.IPVC/?hc_ref=PAGES_TIMELINE&fref=nf"><span class="text_exposed_show">https://www.facebook.com/ESCE.IPVC/?hc_ref=PAGES_TIMELINE&fref=nf</span></a></div>
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<span class="text_exposed_show">Slides disponíveis em: </span><span class="text_exposed_show"><a href="https://goo.gl/9nybx7"><span style="font-size: small;"><span style="color: black; display: inline; float: none; font-style: normal; font-weight: normal; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">https://goo.gl/9nybx7</span></span></a> </span></div>
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Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com14tag:blogger.com,1999:blog-1725752659166492397.post-10070842331846107422017-05-11T19:12:00.001+01:002017-05-11T19:12:20.590+01:00<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKsaSvrnkofCVxyBOB4EfeXnTTQbhZbswizWAbdqrUl0Ilw_qeBlw4o5XA-xfQNUVtyyRWC_qyimw3DRtKkE0MLstQD3OsuOjr2dQ78Gr2BoXOJXEofHyXzS93tNZ-vkgpCcIvf7lV60o/s1600/Captura+de+ecra%25CC%2583+2017-05-11%252C+a%25CC%2580s+19.04.24.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="125" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKsaSvrnkofCVxyBOB4EfeXnTTQbhZbswizWAbdqrUl0Ilw_qeBlw4o5XA-xfQNUVtyyRWC_qyimw3DRtKkE0MLstQD3OsuOjr2dQ78Gr2BoXOJXEofHyXzS93tNZ-vkgpCcIvf7lV60o/s400/Captura+de+ecra%25CC%2583+2017-05-11%252C+a%25CC%2580s+19.04.24.png" width="400" /></a></div>
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The program for <a href="https://gamilearn.webs.ull.es/">GamiLearn'17 </a>is already available <a href="https://gamilearn.webs.ull.es/programme/">here</a>.</div>
<br />Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com23tag:blogger.com,1999:blog-1725752659166492397.post-82558865377328383492017-05-10T15:17:00.001+01:002017-05-11T19:11:31.844+01:00Core Literature Cited in Gamification Papers<div style="text-align: justify;">
A study published in a recent paper reveals some of the most influential papers in the gamification literature. It was very nice to know that my old contribution is still influential (<span style="font-size: small;"><span style="color: black; display: inline; float: none; font-style: normal; font-weight: normal; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">“<i>A social gamification framework for a K-6 learning platform</i>”, <a href="https://www.academia.edu/2469214/A_Social_Gamification_Framework_for_a_K-6_Learning_Platform">available in academia.edu</a>).</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQMDkVwux0HAftFke_IxkshZGTHcMGaqrS6EbA_2kIzobREB3p73mAwSkQSnQM2tuerV9k0n15wOXbj6fCp-eTbGHnSwrrIHvWhZ-b0vRM-xFDbqnREF1cKogNDWKa42WIDPSs7os3Af8/s1600/Captura+de+ecra%25CC%2583+2017-05-10%252C+a%25CC%2580s+14.44.32.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="312" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQMDkVwux0HAftFke_IxkshZGTHcMGaqrS6EbA_2kIzobREB3p73mAwSkQSnQM2tuerV9k0n15wOXbj6fCp-eTbGHnSwrrIHvWhZ-b0vRM-xFDbqnREF1cKogNDWKa42WIDPSs7os3Af8/s400/Captura+de+ecra%25CC%2583+2017-05-10%252C+a%25CC%2580s+14.44.32.png" width="400" /></a></div>
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Details about the used measurement method can be found in the paper <span style="font-size: small;"><span style="font-family: MarkerFelt-Thin;"><i>"Publication Trends in Gamification: A Systematic Mapping Study"</i>, by Jussi Kasurinen and Antti Knutas, Lappeenranta University of Technology, Finland. I made a review of this paper to Computer Science Review but lost track of if (not published?).</span></span></div>
Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com10tag:blogger.com,1999:blog-1725752659166492397.post-63789299433160084072016-09-06T15:49:00.000+01:002016-09-06T15:49:13.269+01:00Gamification E-learning Course: "GAMIFICAÇÃO: ESTRATEGIAS DE JOGOS APLICADAS AO E-LEARNING"<div style="text-align: justify;">
Going to the third edition ...</div>
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<i><b>"GAMIFICAÇÃO: ESTRATEGIAS DE JOGOS APLICADAS AO E-LEARNING" </b></i></div>
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<i>início: 29 setembro.</i></div>
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<i><br />
Motivar através de desafios e incentivos é essencial na formação. A
GAMIFICAÇÃO aplica elementos característicos dos jogos em ambientes não
lúdicos, como a formação e-learning, para motivar a aprendizagem.<br /> Venha conhecer as ferramentas ou elementos de jogos que podem contribuir para criar cursos online mais eficazes.</i><br />
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Motivating through challenges and incentives is essential in education and training. Gamification applies elements from games in non-game environments, such as e-learning, to motivate learners. Come and see the tools or game elements that can help to create more effective online courses. </div>
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<i>CURSO ONLINE intensivo (30 horas).<br /> </i></div>
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<i>Mais informações/inscrições:</i> <a href="http://bit.ly/curso-online-gamificacao" rel="nofollow" target="_blank">http://bit.ly/curso-online-gamificacao</a></div>
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<a href="http://bit.ly/curso-online-gamificacao"><img alt="http://bit.ly/curso-online-gamificacao" border="0" height="263" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPCOEa41_o36VCW6pgtgFcgRc6M42djK15baBvO02Zzr97mJ0o45bywW9ESfScaDBWraVGpGwr1tg66I9nKMcIJ0C-Bu76psvuWEmws1zp4RzJ1tBz3iaLKkJVS-AH6rDrWXvdM5OKSWo/s400/Captura+de+ecra%25CC%2583+2016-09-05%252C+a%25CC%2580s+22.56.30.png" width="400" /></a></div>
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<a class="_58cn" data-ft="{"tn":"*N","type":104}" href="https://www.facebook.com/hashtag/elearning?source=feed_text&story_id=653957484781601"><span class="_5afx"><span class="_58cl _5afz"></span></span></a><a class="_58cn" data-ft="{"tn":"*N","type":104}" href="https://www.facebook.com/hashtag/gamifica%C3%A7%C3%A3o?source=feed_text&story_id=653957484781601"><span class="_5afx"><span class="_58cm"><br /></span></span></a>Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com24tag:blogger.com,1999:blog-1725752659166492397.post-68966241936458853172016-09-05T11:38:00.001+01:002016-09-05T11:38:02.511+01:00Survey - Research Study on Personalization of Gamification<div style="text-align: justify;">
An integrated exploratory study, part of a doctoral thesis. It is translated into 4 languages and approved by the ethics committees of the three participating universities. It requires about 10 minutes to be completed.</div>
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Two 50 € Visa virtual gift cards will be drawn in appreciation of the time spent answering the survey.</div>
<ul>
<li>English: <a href="http://surveys2.hcigames.com/index.php/362689?lang=en" rel="nofollow" target="_blank">http://surveys2.hcigames.com/index.php/362689?lang=en</a> </li>
<li>Portugués <a href="http://surveys2.hcigames.com/index.php/362689?lang=pt-BR" rel="nofollow" target="_blank">http://surveys2.hcigames.com/index.php/362689?lang=pt-BR</a> </li>
<li>Español: <a href="http://surveys2.hcigames.com/index.php/362689?lang=es" rel="nofollow" target="_blank">http://surveys2.hcigames.com/index.php/362689?lang=es</a> </li>
<li>Català: <a href="http://surveys2.hcigames.com/index.php/362689?lang=ca" rel="nofollow" target="_blank">http://surveys2.hcigames.com/index.php/362689?lang=ca</a></li>
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<b>Researchers involved:</b></div>
<ul>
<li>Alberto Mora Carreño. Ph.D. student. Open University of Catalonia, Barcelona, Spain. E-mail: <a href="mailto:amoraca@uoc.edu">amoraca@uoc.edu</a></li>
<li>(Dr.) Carina Soledad González González. Associate Professor, University of La Laguna, La Laguna, Spain. E-mail: <a href="mailto:cjgonza@ull.edu.es">cjgonza@ull.edu.es</a></li>
<li>Gustavo Fortes Tondello. Ph.D. student. University of Waterloo, Ontario, Canada. E-mail: <a href="mailto:gustavo@tondello.com">gustavo@tondello.com</a></li>
<li>(Dr.) Joan Arnedo Moreno. Aggregate Professor, Open University of Catalonia, Barcelona, Spain. E-mail: <a href="mailto:jarnedo@uoc.edu">jarnedo@uoc.edu</a></li>
<li>(Dr.) Lennart Nacke. Associate Professor, University of Waterloo, Ontario, Canada. E-mail: <a href="mailto:lennart.nacke@acm.org">lennart.nacke@acm.org</a></li>
</ul>
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Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com11tag:blogger.com,1999:blog-1725752659166492397.post-69906614354982799302016-07-11T18:27:00.000+01:002016-09-05T11:39:15.222+01:00Gamificação na prática: aplicar elementos e técnicas de jogos na sala de aula.<div style="text-align: center;">
<b>III Jornadas Pedagógicas - A sala de aula do séc. XXI: desafia-te! </b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6WN74F53hb99hVIh5XlIh6BvcGPu8KlOVIr3w6N0a3P8R-N0ARtuWskeSp6ETUYPOcB-5iYuKc0er4YlwEmQs3lL8WdB-Ti5YkRwFXChjxKhgRPthyphenhyphenfutprS2zypnQQ5MwW_9ljwj8iE/s1600/JornadasCartaz_2016.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6WN74F53hb99hVIh5XlIh6BvcGPu8KlOVIr3w6N0a3P8R-N0ARtuWskeSp6ETUYPOcB-5iYuKc0er4YlwEmQs3lL8WdB-Ti5YkRwFXChjxKhgRPthyphenhyphenfutprS2zypnQQ5MwW_9ljwj8iE/s320/JornadasCartaz_2016.jpg" width="226" /></a></div>
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<b><br /> Sessão Gamificação na prática: aplicar elementos e técnicas de jogos na sala de aula.<br /> Escola Secundária de Valongo, 13 de julho de 2016</b></div>
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Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com5tag:blogger.com,1999:blog-1725752659166492397.post-40154032140701749302016-06-18T17:08:00.000+01:002016-06-18T17:08:11.375+01:00Seminário "Gamificação: Estratégias de Jogos Aplicadas no Ensino e na Formação"<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6DC5GkWA0geVAEqsMlV1eBbJanAlhFsPqvq8bYEoHkS9SswwXQ3UhtIXftjnewm-hNIdgETNM-Hw-wgJofCNRC05eTwZoOKo1L55l3G2rorHu-O4RoO6YXS9CpTkUc0ItFKtrnnalRvk/s1600/Captura+de+ecra%25CC%2583+2016-06-18%252C+a%25CC%2580s+17.04.43.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="250" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6DC5GkWA0geVAEqsMlV1eBbJanAlhFsPqvq8bYEoHkS9SswwXQ3UhtIXftjnewm-hNIdgETNM-Hw-wgJofCNRC05eTwZoOKo1L55l3G2rorHu-O4RoO6YXS9CpTkUc0ItFKtrnnalRvk/s400/Captura+de+ecra%25CC%2583+2016-06-18%252C+a%25CC%2580s+17.04.43.png" width="400" /></a></div>
<br />Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com1tag:blogger.com,1999:blog-1725752659166492397.post-65468429009372618942016-05-13T11:51:00.000+01:002016-05-13T11:52:03.731+01:00Jogos Sérios: Video INESC TEC<div id="watch-uploader-info" style="text-align: justify;">
<span class="watch-time-text">Publicado a 29/04/2016</span></div>
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<b><i>Jogos Sérios: A jogar por boas causas</i></b><br />
<i><br /></i>
<i>Os
jogos virtuais não têm apenas um carácter lúdico. Neste documentário o
<a href="https://www.inesctec.pt/">INESC TEC</a> mostra como os jogos sérios podem ser úteis na reabilitação
física ou no ensino.</i><br />
<i><br /></i>
<i>O objetivo destes documentários é mostrar ao
público em geral o impacto económico e social do INESC TEC na sociedade
e nas empresas.</i></div>
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/A5WyyjBgF5g" width="560"></iframe>
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Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com5tag:blogger.com,1999:blog-1725752659166492397.post-50324323275663919672016-04-29T17:10:00.001+01:002016-04-29T17:10:51.986+01:00Gamification FAQ #3: What are Game Elements? (Part I)<style>
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<span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;"><span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;"> Several
researchers and developers proposed different definitions for gamification. A
central component in most of those definitions, including the one from <span style="color: blue;">Deterding et al. </span>(<span style="color: blue;">2011</span>),
is the notion of <b>game elements</b> or <b>game mechanics</b>. </span> </span><br />
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<a href="http://www.epicwinblog.net/2013/10/can-we-use-game-mechanics-for.html"><img alt="http://www.epicwinblog.net/2013/10/can-we-use-game-mechanics-for.html" border="0" height="295" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhO-PbTmeQ7BtFf4J6m6xF7ELPCl3vhnmaAp6Om39zzXIEsRQ9Ye17h7E3Wn1ZE5VhfTDIbY3KkoCnIdHPULwZyNm1oReoJCJgO_R7Ijf9GZ8daGqjnSY3c9lgVJ_L6NkjBn8yIVGW_5xk/s320/Captura+de+ecra%25CC%2583+2016-04-29%252C+a%25CC%2580s+17.02.04.png" title="" width="320" /></a></div>
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<span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">There
is an unclear distinction between the concepts of <b>game mechanics</b> and <b>game
elements</b>, like in <span style="color: blue;">Huang and Soman </span>(<span style="color: blue;">2013</span>) view that refer “... game-like elements, also
called game mechanics ...” (p. 13). Most of the times, mechanics refers to what
is considered as elements and for other sources they are a mixture of both. For
example, <span style="color: blue;">Manrique </span>(<span style="color: blue;">2013</span>)
proposed a list of 35 mechanics, the wiki on <a href="http://gamification.org/">gamification.org</a><span style="color: blue; position: relative; top: -5.0pt;"> </span>shows
another list with 24 mechanics and <span style="color: blue;">Paharia </span>(<span style="color: blue;">2013</span>) identified 10 gamification mechanics. The items
in these lists came from the observation of actual video games, finding the
components that are present in most of them.</span><br />
<br />
<span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">To
emphasize the lack of agreement in the classification of game elements, <span style="color: blue;">Dicheva et al. </span>(<span style="color: blue;">2015</span>)
showed that a widely used game element – the <b>badge</b> – is classified by different
authors as a game interface design pattern (<span style="color: blue;">Deterding
et al.</span>, <span style="color: blue;">2011</span>), a game mechanic (<span style="color: blue;">Zichermann and Cunningham</span>, <span style="color: blue;">2011</span>),
a game dynamic (Iosup and Epema cited by <span style="color: blue;">Dicheva et
al.</span>, <span style="color: blue;">2015</span>, p. 3), a motivational
affordance (<span style="color: blue;">Hamari et al.</span>, <span style="color: blue;">2014</span>), and a game component (<span style="color: blue;">Werbach
and Hunter</span>, <span style="color: blue;">2012</span>). The study conducted
by <span style="color: blue;">Dicheva et al. </span>concluded that there is not a
commonly agreed classification of game design elements. Other terms are also
found, like gameplay mechanics, game attributes (<span style="color: blue;">Wu</span>,
<span style="color: blue;">2011</span>), or game metaphors (<span style="color: blue;">Marczewski</span>, <span style="color: blue;">2012</span>).
The most common term is game mechanics. These game mechanics are often listed
without taking into account that there are elements with very different
characteristics, purposes and roles within the game. Most of the times, game
mechanics usually appear related to interface design patterns, like badges,
trophies or leaderboards.</span><br />
<br />
<span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">In
industry, digital marketing practitioners, place greater emphasis on the use of
the terms game mechanics and game dynamics, often making little distinction
between them. Some mention that game mechanics and game dynamics are confusing
terms usually used interchangeably. The mechanics are indicated as the rules
and rewards that allow players to play the game and intending to cause certain
emotions in them. The dynamics represent the motivations and desires that lead
to such emotions. Players are motivated by game mechanics due to the presence
of game dynamics. <span style="color: blue;">Zichermann and Cunningham </span>(<span style="color: blue;">2011</span>) also define game dynamics as “the player’s interactions
with the game mechanics”. Most of these definitions are unclear.</span><br />
<br />
<span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">Approaches
from the academia and from authors who position themselves as game designers
and game developers, try to be more rigorous, applying terms like game
elements, game mechanics and game dynamics distinctively but not always with
the same meanings. According to <span style="color: blue;">Dormans </span>(<span style="color: blue;">2012</span>) “when the game design community talks about
game systems, they prefer the term ‘game mechanics’ over ‘game rules’. ‘Game
mechanics’ is often used as a synonym for rules but the term implies more
accuracy and is usually closer to an implementation” (p. 6). Still concerning
game design, the MDA games framework proposed by <span style="color: blue;">Hunicke
et al. </span>(<span style="color: blue;">2004</span>) considers mechanics and
dynamics as design elements.</span><br />
<br />
<span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">Within
the gamification community of researchers and practitioners, <span style="color: blue;">Codish and Ravid </span>(<span style="color: blue;">2014</span>)
mention that “game elements are also referred to as game mechanics and
dynamics” (p. 36) and <span style="color: blue;">Werbach and Hunter </span>(<span style="color: blue;">2012</span>) consider dynamics and mechanics as categories
of game elements. For <span style="color: blue;">Deterding et al. </span>(<span style="color: blue;">2011</span>), game design elements are all the elements that
are characteristic of games or that can be found in most of the games. <span style="color: blue;">Deterding et al. </span>proposed a taxonomy for game design
elements by different levels of abstraction (ordered from concrete to
abstract): game interface design patterns (e.g. badges, leaderboards, levels);
game design patterns and mechanics (e.g. time constraints, limited resources);
game design principles and heuristics (e.g. clear goals, enduring play); game
models (concerning models of the components of games); and game design methods
(concerning game design-specific processes). </span><br />
<br />
<span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;"><b>References: </b></span><br />
<ul>
<li><span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011). From game design elements to gamefulness: Defining ”gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, MindTrek ’11, pages 9–15, New York, NY, USA. ACM.</span></li>
<li><span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">Huang, W. and Soman, D. (2013). A practitioner’s guide to gamification of education. Technical report, Rotman School of Management University of Toronto, Canada.</span></li>
<li><span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">Manrique, V. (2013). <a href="http://www.epicwinblog.net/2013/06/the-35-gamification-mechanics-%20toolkit.html">The 35 gamification mechanicstoolkit v1.0</a> </span></li>
<li><span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">Dicheva, D., Dichev, C., Agre, G., and Angelova, G. (2015). Gamification in education: A systematic mapping study (in press). Educational Technology and Society, 18(3).</span></li>
<li><span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">Zichermann, G. and Cunningham, C. (2011). Gamification by Design. O’Reilly.</span></li>
<li><span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">Werbach, K. and Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press.</span></li>
<li><span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">Wu, M. (2011). <a href="http://community.lithium.com/t5/science-of-social-blog/what-is-gamification-%20really/ba-p/30447?goback=.gde%203674916%20member%2068211106">What is gamification, really?</a> </span></li>
<li><span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">Marczewski, A. (2012). Gamification: A Simple Introduction. Marczewski, A.</span></li>
<li><span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">Dormans, J. (2012). Engineering Emergence: Applied Theory for Game Design. PhD thesis, University of Amsterdam, The Netherlands.</span></li>
<li><span lang="EN-US" style="font-family: "times"; mso-ansi-language: EN-US; mso-bidi-font-family: Times;">Hunicke, R., Leblanc, M., and Zubek, R. (2004). MDA: A formal approach to game design and game research. In Proceedings of the Challenges in Games AI Workshop, Nineteenth National Conference of Artificial Intelligence, pages 1–5. </span></li>
</ul>
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Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com35tag:blogger.com,1999:blog-1725752659166492397.post-3461044322852220082016-04-07T15:10:00.001+01:002016-04-07T15:12:26.840+01:00<div style="text-align: center;">
<b>Third International Workshop on Gamification for Information Retrieval (<a href="http://gamifir.com/">GamifIR 2016</a>)</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy8gwnJQ-jeKdhEA9-piHIrwf5t2k8Jb36ykuy9oJM7ez-eCIMfCxju3ln5jfcOvsfKm1Km9lQc1a0BecG8Ly13MLtsVIQRJk-8PL0vN4trJe3rp7bH1uevgAVOimMxFQVgjkse24_Lyc/s1600/Captura+de+ecra%25CC%2583+2016-04-07%252C+a%25CC%2580s+15.05.36.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="190" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy8gwnJQ-jeKdhEA9-piHIrwf5t2k8Jb36ykuy9oJM7ez-eCIMfCxju3ln5jfcOvsfKm1Km9lQc1a0BecG8Ly13MLtsVIQRJk-8PL0vN4trJe3rp7bH1uevgAVOimMxFQVgjkse24_Lyc/s400/Captura+de+ecra%25CC%2583+2016-04-07%252C+a%25CC%2580s+15.05.36.png" width="400" /></a></div>
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<i>Gamification is a popular methodology describing the trend of applying
game design principles and elements, such as feedback loops, points,
badges or leader boards in non-gaming environments. Gamification can
have several different objectives. Besides just increasing the fun
factor, these could be, for example, to achieve more accurate work,
better retention rates and more cost effective solutions by relating
motivations for participating as more intrinsic than conventional
methods. In the context of Information Retrieval (IR), there are various
tasks that can benefit from gamification techniques. Think, for
example, of the manual annotation of documents in IR evaluation or
participation in user studies to tackle interactive IR challenges.
Gamification, however, comes with its own challenges and its adoption in
IR is still in its infancy.</i></div>
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<b>Important Dates:</b></div>
<ul>
<li>Submission deadline: 29 May, 2016</li>
<li>Notification date: 19 June, 2016</li>
<li>Camera-ready due: July 3, 2016</li>
<li>Workshop date: July 21, 2016</li>
</ul>
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Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com14tag:blogger.com,1999:blog-1725752659166492397.post-49908321669104303812016-03-20T18:26:00.004+00:002016-03-20T18:28:11.951+00:00Jornal Expresso: A Jogar é que a Gente Aprende<div style="text-align: justify;">
Jornal Expresso - 19 de Março de 2016:</div>
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Com a ‘gamificação’ do ensino, os alunos tornam-se jogadores, as aulas desafios, há pontos e medalhas. Motivar é o grande objetivo. Em Portugal já se experimenta.</div>
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<i><span class="" id="result_box" lang="en">With 'gamification' of education, students become players, and classes become challenges where there are points <span class="">and medals.</span> Motivating is the ultimate goal. Portugal is already trying<span class="">.</span></span></i></div>
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Ver mais em: <a href="http://leitor.expresso.pt/#library/expresso/semanario2264/revista-e-2264/-e/a-jogar-e-que-a-gente-aprende">http://leitor.expresso.pt/#library/expresso/semanario2264/revista-e-2264/-e/a-jogar-e-que-a-gente-aprende</a></div>
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Algumas pequenas contribuições para o artigo:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQmPypYUzj3PmLSq4pVnUksI8QFn4ue5ihhsrr5wa7Xkd3iTb9Bue3a12BpSTJ1YaphyWmdIlDqljZQ8414NbzboNMWms9rivY0nVbl_wKg2IUHuDYNwBIiR8LxL3epfUZrZmNfn1G0Ac/s1600/IMG_1470.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQmPypYUzj3PmLSq4pVnUksI8QFn4ue5ihhsrr5wa7Xkd3iTb9Bue3a12BpSTJ1YaphyWmdIlDqljZQ8414NbzboNMWms9rivY0nVbl_wKg2IUHuDYNwBIiR8LxL3epfUZrZmNfn1G0Ac/s400/IMG_1470.JPG" width="300" /></a></div>
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Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com2tag:blogger.com,1999:blog-1725752659166492397.post-81299306593752776862016-02-26T17:31:00.001+00:002016-02-26T17:31:25.296+00:00Gamification FAQ #2: What Gamification is Not<div style="text-align: justify;">
<b>Gamification</b> and <b>games</b> are different things. A gamified application is not a game but, sometimes, it may look like a game. Gamified applications' users should feel like players in a game, but they are noy playing a game. They are doing something else, probably some useful task.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA4PhMhk4DosQ7f5An2G8lxAzIVX92dkLkmtx2JXWn7rnmoEeYmT6Liw1WVZAO8Sa84CtCKhDjb72Q9AiBsHft9bV7zJO6xVEip97r51rEdycmJrLss1lkQexa5pHDmGf5c2vkBOan59I/s1600/Captura+de+ecra%25CC%2583+2016-02-26%252C+a%25CC%2580s+17.22.18.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="146" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA4PhMhk4DosQ7f5An2G8lxAzIVX92dkLkmtx2JXWn7rnmoEeYmT6Liw1WVZAO8Sa84CtCKhDjb72Q9AiBsHft9bV7zJO6xVEip97r51rEdycmJrLss1lkQexa5pHDmGf5c2vkBOan59I/s320/Captura+de+ecra%25CC%2583+2016-02-26%252C+a%25CC%2580s+17.22.18.png" width="320" /></a></div>
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Paharia (2013), about the differences between games and gamification, argues that “<i>gamification is not about creating games at all</i>” and Kapp et al. (2014), refer that “<i>gamification uses parts of games but is not a game</i>” (p. 69). Also Huang and Soman (2013) point that “<i>if it is already a game, it is not a form of gamification</i>” (p. 15). Hence, gamification is not a game (Wu, 2011) neither an attempt to simply make an application look like a game (Kumar and Herger, 2013) and also not about building full-fledged games, like serious games (Deterding et al., 2011; Werbach and Hunter, 2012). <a href="http://edulearning2.blogspot.pt/2014/03/a-brief-history-of-gamification-part-i.html">Serious games</a>, are not the same as gamification (Schlagenhaufer and Ambert, 2014). </div>
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<br />Similarly, <b>gamification of education</b> is not the same as Digital <a href="http://edulearning2.blogspot.pt/2014/03/a-brief-history-of-gamification-part-i.html">Game-Based Learning</a> (DGBL), an approach that uses actual games (serious games, commercial games or games made by students) in a learning environment. It is not also the same as simulations, although all of these terms are related. Kapp et al. (2014) use the notion of Interactive Learning Event (ILE) to describe these different approaches: games, gamification and simulations. In Kapp et al. perspective, gamification is a type of an ILE and different from the other two types. </div>
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<br />Therefore, gamification should not be confused with a process of transformation of some non-game activity into a game. Particularly, regarding education, the application of the concept does not mean that the contents of the various subjects are taught in the form of a game. </div>
<br />
See also <a href="http://edulearning2.blogspot.pt/2016/02/gamification-faq-1-what-is-gamification.html">FAQ #1: What is Gamification?</a><br />
<br />
<b>References:</b><br />
<br />
Paharia, R. (2014). <a href="http://www.huffingtonpost.com/rajat-paharia/a-new-day-for-gamificatio_b_5194055.html">A new day for gamification, or is it?</a> [Blog post].<br />
<br />
Kapp, K., Blair, L., and Mesch, R. (2014). <a href="http://edulearning2.blogspot.pt/2013/11/a-new-karl-kapps-gamification-book.html">The Gamification of Learning and Instruction Fieldbook: Ideas into Pratice</a>. Wiley.<br />
<br />
Huang, W. and Soman, D. (2013). <a href="http://inside.rotman.utoronto.ca/behaviouraleconomicsinaction/files/2013/09/GuideGamificationEducationDec2013.pdf">A practitioner’s guide to gamification of education</a>. Technical report, Rotman School of Management University of Toronto, Canada. <br />
<br />
Wu, M. (2011). <a href="https://community.lithium.com/t5/Science-of-Social-blog/What-is-Gamification-Really/ba-p/30447">What is gamification, really?</a> [Blog post] <br />
<br />
Kumar, J. and Herger, M. (2013). <a href="https://www.interaction-design.org/literature/book/gamification-at-work-designing-engaging-business-software">Gamification at Work: Designing Engaging Business Software</a>. The Interaction Design Foundation., Aarhus, Denmark.<br />
<br />
Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011). <a href="https://www.cs.auckland.ac.nz/courses/compsci747s2c/lectures/paul/definition-deterding.pdf">From game design elements to gamefulness: Defining ”gamification”</a>. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, MindTrek ’11, pages 9–15, New York, NY, USA. ACM.<br />
<br />
Werbach, K. and Hunter, D. (2012). <a href="http://edulearning2.blogspot.pt/2012/11/new-book-for-win-how-game-thinking-can.html">For the Win: How Game Thinking Can Revolutionize Your Business</a>. Wharton Digital Press.<br />
<br />
Schlagenhaufer, C. and Ambert, M. (2014). <a href="http://www.enterprise-gamification.com/mediawiki/index.php?title=Psychology_Theories_in_Gamification:_A_Review_of_Information_Systems_Literature">Psychology theories in gamification: A review of information systems literature</a>. In European, Mediterranean and Middle Eastern Conference on Information Systems 2014, Doha, Qatar. <br />
Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com3tag:blogger.com,1999:blog-1725752659166492397.post-9337427902322849792016-02-04T16:58:00.000+00:002016-02-04T16:58:39.768+00:00Gamification FAQ #1: What is Gamification?<div style="text-align: justify;">
<b>#1: What is Gamification?</b></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Although the concept is around since 2010, there is no commonly accepted definition. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
So, what is gamification, after all? The most common and accepted definition for gamification is the one proposed by Deterding et al. (2011): “<i>the use of game design elements in non-game contexts</i>”. This is a straightforward definition but it lacks the purpose of the concept and raises some questions. What are game design elements? What is the point of using game design elements in non-game contexts? How should they be used? The main goal is that, by moving game elements to other contexts, it will be possible to induce, on people acting in those contexts, the same engagement that players feel when they play a game. If people are deeply motivated and engaged with some task they are performing, it will be more likely that they exhibit the right behaviors concerning the completion of that task. Gamification has as final objective the improvement of users’ involvement. As also pointed out by Kumar and Herger (2013), gamification is about motivating users. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
The definition I use is</div>
<div style="text-align: justify;">
<br />
<b>The use of game elements and game techniques in non-game contexts, to drive game-like engagement in order to promote desired target behaviors. </b></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
This definition is related to what Nicholson (2012) calls <b>meaningful gamification</b>. With meaningful gamification, people engage in an activity because they are intrinsically motivated to perform the activity. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
The concept of <b>implicit gamification</b>, proposed by <a href="http://www.gamification.co/2013/04/09/explicit-vs-%20implicit-gamification/?goback=.gde%203864839%20member%20230643518#!">Chou</a> is, in fact, what is considered to be gamification under the above definition. </div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
<br />
It is also close to what Kapp et al. (2014) call <b>structural gamification</b> rather then their notion of “content gamification”. In Kapp et al.’s view, “content gamification” is closer to serious games and simulations, since it aims to make contents more game-like.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<a href="http://www.gamified.co.uk/2013/12/23/thin-layer-vs-deep-level-%20gamification/#.utfmxpzw3rm">Marczewski’s</a> notion of intrinsic gamification or <b>Long Term Deep Level Gamification</b> is also close to what I understand as gamification. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>Behavior change gamification</b>, proposed by Werbach and Hunter (2012), seeks to form new habits among a target population and is also emphasized in the last part of my definition – to promote desired behaviors. Werbach and Hunter point that this category of gamification includes “redesigning the classroom to make kids learn more while actually enjoying school”. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
It is also worthwhile to watch this video from Andrzej Marczewski:<br />
<br />
</div>
<div style="text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/r0yS5cJhLz4" width="560"></iframe>
</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
and also this post: <a href="http://www.gamified.uk/2016/01/25/gamification-whats-play-got-got/">Gamification: What’s Play Got to do, (Got to do) with it?</a><br />
<br />
<br />
<b>References:</b><br />
<br />
<span style="font-size: small;">Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011). From game design elements to gamefulness: Defining ”gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, MindTrek ’11, pages 9–15, New York, NY, USA. ACM. </span><br />
<br />
<span style="font-size: small;">Kumar, J. and Herger, M. (2013). Gamification at Work: Designing Engaging Business Software. The Interaction Design Foundation., Aarhus, Denmark. </span><br />
<br />
<span style="font-size: small;">Nicholson, S. (2012). A user-centered theoretical framework for meaningful gamification. In Proceedings of Games+Learning+Society 8.0, Pittsburgh. ETC Press. </span><br />
<span style="font-size: small;"><br />Kapp, K., Blair, L., and Mesch, R. (2014). The Gamification of Learning and Instruction Fieldbook: Ideas into Pratice. Wiley.</span><br />
<span style="font-size: small;"><br />Werbach, K. and Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press. </span><br />
</div>
Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com4tag:blogger.com,1999:blog-1725752659166492397.post-13881700442198064382016-02-02T16:22:00.000+00:002016-02-02T16:22:23.299+00:00PhD Thesis Online<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMdGjzkBgI7KG4MX0-hYAR5txHyJHqIIc_lxjR_KtGZJQnth-RcCPiX-nz4Zq12AxLesBYyALpjz46veaohs7fLX_QDIzm7rj6MTkKbOAbcvYg9C2A8vOmmHQGS7Q7DF7UUBaBqy9pWkY/s1600/Captura+de+ecra%25CC%2583+2016-02-2%252C+a%25CC%2580s+16.09.12.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMdGjzkBgI7KG4MX0-hYAR5txHyJHqIIc_lxjR_KtGZJQnth-RcCPiX-nz4Zq12AxLesBYyALpjz46veaohs7fLX_QDIzm7rj6MTkKbOAbcvYg9C2A8vOmmHQGS7Q7DF7UUBaBqy9pWkY/s320/Captura+de+ecra%25CC%2583+2016-02-2%252C+a%25CC%2580s+16.09.12.png" width="230" /></a></div>
<br />
<br />
<br />
<br />
My PhD thesis<br />
<br />
<div style="text-align: center;">
<b>Using Gamification to Improve Participation in Social Learning Environments</b></div>
<br />
is available online at <a href="https://www.researchgate.net/publication/292720849_Using_Gamification_to_Improve_Participation_in_Social_Learning_Environments">ResearchGate</a> and <a href="https://www.academia.edu/21464221/Using_Gamification_to_Improve_Participation_in_Social_Learning_Environments">Academia.edu</a><br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<b>Abstract: </b><br />
<br />
<div class="page" title="Page 7">
<div class="layoutArea">
<div class="column">
<div style="text-align: justify;">
<i><span style="font-family: 'CMR10'; font-size: 11.000000pt;">This thesis addresses the problem of students’ disengagement by investigating if gami-
fication can make a contribution to solve the problem and how. Gamification is a new
trend that aims to improve people’s engagement, motivation, loyalty or participation.
It started as a marketing tool but widespread to several different areas where peoples’
involvement is a key issue. Gamification is inspired by the success and popularity of
video games and looks for ways to use game’s features in non-game contexts, as a way
to drive game-like engagement. </span></i></div>
<div style="text-align: justify;">
<br /></div>
<i>
</i><div style="text-align: justify;">
<i><span style="font-family: 'CMR10'; font-size: 11.000000pt;">While schools are struggling with the lack of motivation and engagement of many of their
students, technology is part of most children and teenagers lives in today’s societies.
They are heavy users of several media that, through mobile and wireless technologies,
are almost permanently present and available everywhere. Schools have to compete for
students’ attention and time and find the ways to use technology in their favour and
fill the gap between school and the outside technological world. Also, most of today’s
students are video game’s consumers. Games have been used in educational and training
scenarios for a long time. But building full-fledged games with learning purposes has
high implementations costs. </span></i></div>
<div style="text-align: justify;">
<br /></div>
<i>
</i><div style="text-align: justify;">
<i><span style="font-family: 'CMR10'; font-size: 11.000000pt;">Gamification is a way to take advantage of the games’ power with lesser costs and ef-
fort. An initial research on gamification revealed that education was precisely one of the
main fields that could benefit from this new trend. As a main goal, the thesis proposes
a framework to help teachers using technology-enhanced learning environments powered
with gamification. It is expected that these environments can improve students’ behaviors towards school and learning. The framework also defines what should be the high
level architecture of gamified digital systems. This architecture is platform independent
and is proposed as a way to help developers in the implementation of gamified systems,
by highlighting what their main building blocks should be. Based on a broad literature
review, this thesis presents the most used game elements and game techniques found
in already existing gamified applications. A set of those elements and techniques were
included in the proposed framework. </span></i></div>
<div style="text-align: justify;">
<br /></div>
<i>
</i><div style="text-align: justify;">
<i><span style="font-family: 'CMR10'; font-size: 11.000000pt;">Further research was needed to investigate the impact of gamification and how to mea-
sure that impact. The tendency to experience flow was chosen as a measure of engage-
ment. Flow is a psychological state felt by people when they act with total involvement.
People can experience flow when performing an engaging task. A high tendency to
experience flow means high intrinsic motivation and a better engagement. The thesis
addressed these issues by conducting an empirical study with primary education young </span><span style="font-family: 'CMR10'; font-size: 11.000000pt;"></span>students. The study investigated if a social learning environment with gamification
tools would be more able to increase students disposition to experience flow than a non-gamified version. In this experiment, some gamified learning activities were set following
the guidelines of the proposed framework.</i> </div>
<div class="page" title="Page 8">
<div class="layoutArea">
<div class="column">
<i><span style="font-family: 'CMR10'; font-size: 11.000000pt;"></span></i><div style="text-align: justify;">
<br /></div>
<i>
</i><div style="text-align: justify;">
<i><span style="font-family: 'CMR10'; font-size: 11.000000pt;">The results from the empirical study showed that there was an improvement in the
students’ disposition for flow when using the gamified version of the social learning en-
vironment. The students’ average score had an increase and the statistical test taken
allowed to conclude that the average score increase has statistical significance.
</span></i></div>
</div>
</div>
</div>
</div>
</div>
</div>
<br />
<br />
<br />Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com49tag:blogger.com,1999:blog-1725752659166492397.post-85979898561031272222015-12-31T16:06:00.000+00:002015-12-31T16:06:35.278+00:002015: My PhD Year<br />
<div style="text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0IaTwdMam1rQAx-oVtbTxSIZPSP1k2R2TrlAsbSqiwvo3zYqgbz51vjVepLJ9bMfwU0sU1SR30DvkHIzFO9gQXZtsmIZ4U7G932n9oYFodQoThYD354yf6yjSF4KFxrjm-Q3Nh0sb0pM/s1600/slide.png" imageanchor="1"><img border="0" height="285" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0IaTwdMam1rQAx-oVtbTxSIZPSP1k2R2TrlAsbSqiwvo3zYqgbz51vjVepLJ9bMfwU0sU1SR30DvkHIzFO9gQXZtsmIZ4U7G932n9oYFodQoThYD354yf6yjSF4KFxrjm-Q3Nh0sb0pM/s400/slide.png" width="400" /></a> </div>
<br />
2015 is near the end. 2015 is the year I finished my PhD, on November, 27th:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBpIXDgOffZUF1sfQzyAQpUCfHrXz_EzvmdzvSn1QO8MnMctg2uqDSegyzf5C8teBJh7JbAYzRq4SWtWZVhpWwVxYg-5AX_ABYkX-xcKrRXIOMV4oHt6EURM-EzWVI_zDaSSinw3fD5Jg/s1600/anuncio.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="113" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBpIXDgOffZUF1sfQzyAQpUCfHrXz_EzvmdzvSn1QO8MnMctg2uqDSegyzf5C8teBJh7JbAYzRq4SWtWZVhpWwVxYg-5AX_ABYkX-xcKrRXIOMV4oHt6EURM-EzWVI_zDaSSinw3fD5Jg/s400/anuncio.png" width="400" /></a></div>
<br />
I hope to continue my research around <b>gamification</b> and <b>e-learning</b> in 2016.<br />
<br />
For now, this is the <b>thesis abstract</b>:<br />
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><br /></span></span></i></div>
<div style="text-align: justify;">
</div>
<div class="page" title="Page 7">
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;">
</span></span></i></div>
<div class="layoutArea">
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;">
</span></span></i></div>
<div class="column">
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;">
</span></span></i></div>
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span>This thesis addresses the problem of students’ disengagement by investigating if gamification can make a contribution to solve the problem and how. Gamification is a new
trend that aims to improve people’s engagement, motivation, loyalty or participation.
It started as a marketing tool but widespread to several di</span><span>ff</span><span>erent areas where peoples’
involvement is a key issue. Gamification is inspired by the success and popularity of
video games and looks for ways to use game’s features in non-game contexts, as a way
to drive game-like engagement. </span></span></span></i></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;">
</span></span></i></div>
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span>While schools are struggling with the lack of motivation and engagement of many of their
students, technology is part of most children and teenagers lives in today’s societies.
They are heavy users of several media that, through mobile and wireless technologies,
are almost permanently present and available everywhere. Schools have to compete for
students’ attention and time and find the ways to use technology in their favour and
fill the gap between school and the outside technological world. Also, most of today’s
students are video game’s consumers. Games have been used in educational and training
scenarios for a long time. But building full-fledged games with learning purposes has
high implementations costs. </span></span></span></i></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;">
</span></span></i></div>
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span>Gamification is a way to take advantage of the games’ power with lesser costs and effort. An initial research on gamification revealed that education was precisely one of the
main fields that could benefit from this new trend. As a main goal, the thesis proposes
a framework to help teachers using technology-enhanced learning environments powered
with gamification. It is expected that these environments can improve students’ behaviors towards school and learning. The framework also defines what should be the high
level architecture of gamified digital systems. This architecture is platform independent
and is proposed as a way to help developers in the implementation of gamified systems,
by highlighting what their main building blocks should be. Based on a broad literature
review, this thesis presents the most used game elements and game techniques found
in already existing gamified applications. A set of those elements and techniques were
included in the proposed framework. </span></span></span></i></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;">
</span></span></i></div>
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span>Further research was needed to investigate the impact of gamification and how to measure that impact. The tendency to experience flow was chosen as a measure of engagement. Flow is a psychological state felt by people when they act with total involvement.
People can experience flow when performing an engaging task. A high tendency to
experience flow means high intrinsic motivation and a better engagement. The thesis
addressed these issues by conducting an empirical study with primary education young</span><span> students. The study investigated if a social learning environment with gamification
tools would be more able to increase students disposition to experience flow than a non-
gamified version. In this experiment, some gamified learning activities were set following
the guidelines of the proposed framework. </span></span></span></i></div>
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span> </span></span></span></i>
</div>
<div class="page" title="Page 8">
<div class="layoutArea">
<div class="column">
<div style="text-align: justify;">
<i><span style="font-size: small;"><span style="font-family: Times,"Times New Roman",serif;"><span>The results from the empirical study showed that there was an improvement in the
students’ disposition for flow when using the gamified version of the social learning environment. The students’ average score had an increase and the statistical test taken
allowed to conclude that the average score increase has statistical significance.
</span></span></span></i></div>
</div>
</div>
</div>
</div>
</div>
</div>
<br />
<br />
Soon, <b>the all thesis will be on-line</b>.<br />
<br />
<br />
Happy New Year!<br />
<br />
<br />Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com17tag:blogger.com,1999:blog-1725752659166492397.post-75568168794597046322015-10-09T16:21:00.000+01:002015-10-09T16:21:36.248+01:00COIED 2015 - Conferência Online de Informática Educacional<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBAB22_7hx13PY5F8Hi0gc0KI6PKArHQkAcR7jHPWkWRaSPGDNr3Qw12vTOXD1iwN-HT7OFwGMmPyjuQfUSll5VAsuQQ_Sj0lkcebeET0oScfFH21BDNzjDA2pzK1MbTBgd13URqJvfNY/s1600/Captura+de+ecra%25CC%2583+2015-10-9%252C+a%25CC%2580s+16.04.55.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="93" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBAB22_7hx13PY5F8Hi0gc0KI6PKArHQkAcR7jHPWkWRaSPGDNr3Qw12vTOXD1iwN-HT7OFwGMmPyjuQfUSll5VAsuQQ_Sj0lkcebeET0oScfFH21BDNzjDA2pzK1MbTBgd13URqJvfNY/s400/Captura+de+ecra%25CC%2583+2015-10-9%252C+a%25CC%2580s+16.04.55.png" width="400" /></a></div>
<br />
<div style="text-align: justify;">
A <a href="http://www.coied.com/2015"><b>COIED 2015 - Conferência Online de Informática Educacional</b></a> tem início já na próxima segunda-feira, 12 de outubro. O programa completo e detalhado está disponível <a href="http://www.coied.com/Images/COIED/2015/Docs/COIED_3_programa.pdf">aqui</a>. As inscrições ainda estão abertas (até 11 de outubro).</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Participação no <b>programa de workshops</b> com </div>
<div style="text-align: justify;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQiWMlUqzbuQdXEbxMIt_eHkGjOwNogFo4c40J9OHK8CrwtJw7uFFF8RpG6OiWTlC3x3p314c0lu-cPrhswecRQx7WA52R1VlD5G5Cq3q0ytqQFzpoNhG3nJ-SWNxpQwUUScHO74EHZew/s1600/Captura+de+ecra%25CC%2583+2015-10-9%252C+a%25CC%2580s+15.16.32.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="162" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQiWMlUqzbuQdXEbxMIt_eHkGjOwNogFo4c40J9OHK8CrwtJw7uFFF8RpG6OiWTlC3x3p314c0lu-cPrhswecRQx7WA52R1VlD5G5Cq3q0ytqQFzpoNhG3nJ-SWNxpQwUUScHO74EHZew/s400/Captura+de+ecra%25CC%2583+2015-10-9%252C+a%25CC%2580s+15.16.32.png" width="400" /></a></div>
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Vamos ver o que dá ...</div>
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Para já, aqui fica a sessão de abertura:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5f_20-8lrTipjFr_HDeqxAUKIOVcr4U9_FSqs6_nGZKct7pOAsoeApPNVMTZuflCm8L59aJ742WeNnZCEz89XnJ69gH6qag3Ez7YMdkHA6pCXyRt5SdRXyjscNQd1Otr7JH3fMdU16XQ/s1600/Captura+de+ecra%25CC%2583+2015-10-9%252C+a%25CC%2580s+16.17.54.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="203" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5f_20-8lrTipjFr_HDeqxAUKIOVcr4U9_FSqs6_nGZKct7pOAsoeApPNVMTZuflCm8L59aJ742WeNnZCEz89XnJ69gH6qag3Ez7YMdkHA6pCXyRt5SdRXyjscNQd1Otr7JH3fMdU16XQ/s400/Captura+de+ecra%25CC%2583+2015-10-9%252C+a%25CC%2580s+16.17.54.png" width="400" /></a></div>
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<br />Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com9tag:blogger.com,1999:blog-1725752659166492397.post-26706867155319783142015-09-17T18:15:00.001+01:002015-09-17T18:15:50.412+01:00The Gartner's 2015 Hype Cycle and a Year of Research on Gamification of Education<div style="text-align: justify;">
This year, gamification was not included in the <b>Gartner's Hype Cycle</b>. In the last four years, gamification was part of the cycle: see this <a href="http://edulearning2.blogspot.pt/2014/09/gartner-hype-cycle-2014-gamification-on.html">post</a>. This gave rise to some comments, like this one: <a href="http://www.gamified.uk/2015/08/21/the-hype-is-over-gamification-is-here-to-stay/">The Hype is Over – Gamification is Here to Stay</a>.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvQNiRjIZtwu8J4pSSAlkfA543IS7gKOAJFlh3_Ks5UJS06kdW6gzwh-TuHb4vbjEeBbmn_BGru-aVNDaa63b6_Vrb-7qHYe6fZJg0-EIhiQN86skZduMcK6Lk-Ln5q3_zdPrac74O-yw/s1600/Captura+de+ecra%25CC%2583+2015-08-25%252C+a%25CC%2580s+17.40.01.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvQNiRjIZtwu8J4pSSAlkfA543IS7gKOAJFlh3_Ks5UJS06kdW6gzwh-TuHb4vbjEeBbmn_BGru-aVNDaa63b6_Vrb-7qHYe6fZJg0-EIhiQN86skZduMcK6Lk-Ln5q3_zdPrac74O-yw/s400/Captura+de+ecra%25CC%2583+2015-08-25%252C+a%25CC%2580s+17.40.01.png" width="400" /></a></div>
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What really happened is that Gartner moved gamification<span href="https://www.quora.com/Why-is-gamification-not-icluded-in-Gartners-2015-Hype-Cycle#" id="__w2_GvPIQ4f_toggle_link"><span id="ld_atzone_16750"><span id="ld_atzone_16751"><span class="inline_editor_value"> to a <a href="https://www.gartner.com/doc/3096618/hype-cycle-digital-marketing-">digital marketing hype cycle</a>:</span></span></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFtd2QiE4xQ9-a4pxn5Qk1PNMO97zFGJIWOBI9JGNef2UIZeUwwctm1LFCbDimMVYb8r-o8i9gT6J4JbupxVyGSnSFACUde6sgB4gilrOy223FyKtdL7vL-2mx8lcDYUqqmQk8_Z_MME4/s1600/Captura+de+ecra%25CC%2583+2015-08-25%252C+a%25CC%2580s+17.41.10.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFtd2QiE4xQ9-a4pxn5Qk1PNMO97zFGJIWOBI9JGNef2UIZeUwwctm1LFCbDimMVYb8r-o8i9gT6J4JbupxVyGSnSFACUde6sgB4gilrOy223FyKtdL7vL-2mx8lcDYUqqmQk8_Z_MME4/s1600/Captura+de+ecra%25CC%2583+2015-08-25%252C+a%25CC%2580s+17.41.10.png" /></a></div>
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This is also pointed by <a href="https://www.quora.com/Toby-Beresford">Toby Beresford</a> in Quora: <a href="https://www.quora.com/Why-is-gamification-not-icluded-in-Gartners-2015-Hype-Cycle/answer/Toby-Beresford?__snids__=1337700788&__nsrc__=4">Why Gamification is not included in the Gartner's 2015 Hype Cycle</a>:</div>
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<i><span href="https://www.quora.com/Why-is-gamification-not-icluded-in-Gartners-2015-Hype-Cycle/answer/Toby-Beresford?__snids__=1337700788&__nsrc__=4#" id="__w2_nFZtbO7_toggle_link"><span id="ld_ptjpbp_134277"><span id="ld_cvuqam_126317"><span class="inline_editor_value">As <span class="qlink_container"><a href="https://www.quora.com/Jorge-Sim%C3%B5es-2">Jorge Simões</a></span>
points out, gamification hasn't gone - it's simply been downgraded from
a major "game changer" theme to being a component of another one - in
this case 'digital marketing'. It's worth noting that few gamification
practitioners really agree with Gartner's view that gamification is a
purely digital technology.</span></span></span></span></i></div>
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<span href="https://www.quora.com/Why-is-gamification-not-icluded-in-Gartners-2015-Hype-Cycle/answer/Toby-Beresford?__snids__=1337700788&__nsrc__=4#" id="__w2_nFZtbO7_toggle_link"><span id="ld_ptjpbp_134277"><span id="ld_cvuqam_126317"><span class="inline_editor_value">In 2014, Gamification was </span></span></span></span><span href="https://www.quora.com/Why-is-gamification-not-icluded-in-Gartners-2015-Hype-Cycle/answer/Toby-Beresford?__snids__=1337700788&__nsrc__=4#" id="__w2_nFZtbO7_toggle_link"><span id="ld_ptjpbp_134277"><span id="ld_cvuqam_126317"><span class="inline_editor_value">on the "<b>Through of Disillusionment</b>", with a prediction to reach the "Plateau of Productivity" in two to five years. In 2015 in seems that Gamification reached the bottom and was kept out of the cycle. No problem with that. </span></span></span></span>It will probably move to the "<b>Slope of Enlightenment</b>" but Gartner is now considering it just as a digital marketing tool and probably will keep it out of the cycle. But gamification is not relevant just for marketing purposes and it can even be used in non-digital environments (which is not the Gartner's opinion).</div>
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Gamification is still considered as relevant in <b>Education</b> and several other contexts. Darina Dicheva and Christo Dichev submitted a paper to <a href="http://www.aace.org/conf/elearn/">E-LEARN 2015</a> (<i>Gamification in Education: Where Are We in 2015?</i>) where they present a follow-up of an initial study - <a href="https://www.blogger.com/Gamification%20in%20education:%20A%20systematic%20mapping%20study"><i>Gamification in education: A systematic mapping study</i></a> (see this <a href="http://edulearning2.blogspot.pt/2015/02/the-7-most-used-game-elements-and-game.html">post</a>). </div>
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In this follow-up (covering the period from July 2014 till June 2015), the authors found that there is "<i>... inconclusive and insufficient evidence for making valid claims about the efficacy of gamification in education</i>". They also point for " ... <i>the drop of the empirical studies reporting positive results and the big jump of the studies with inconclusive or negative results</i>".</div>
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It seems that, also in education, gamification is reaching the <span href="https://www.quora.com/Why-is-gamification-not-icluded-in-Gartners-2015-Hype-Cycle/answer/Toby-Beresford?__snids__=1337700788&__nsrc__=4#" id="__w2_nFZtbO7_toggle_link"><span id="ld_ptjpbp_134277"><span id="ld_cvuqam_126317"><span class="inline_editor_value">"<b>Through of Disillusionment</b>". Or it means that we still need further research on how to apply gamification effectively.</span></span></span></span></div>
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The paper also includes a definition for <b>Gamification in Education</b>: "<b><i>the</i></b> <b><i>introduction of game elements and gameful experiences in the design of learning processes</i></b>" (I have my definition of gamification in education: <i><b>the use of game elements and game techniques in technology-enhanced learning environments in order to improve students’ motivation and engagement</b></i>).</div>
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<span style="font-size: small;"><b><span style="font-family: 'CMR10';">References:</span></b></span><br />
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<div class="column" style="text-align: justify;">
<span style="font-size: small;"><span style="font-family: inherit;">Dicheva,
D., Dichev, C., Agre, G., and Angelova, G. (2015). Gamification in
education: A systematic mapping study (in press). Educational Technology
and Society, 18(3). </span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;"><br />Dicheva,
D., Dichev, C. (2015). Gamification in
education:Where we satnd in 2015?. <span>E-LEARN 2015 - World Conference on E-Learning, Kona, Hawaii, October 19-22, 2015
</span></span></span>
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</div>
Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com26tag:blogger.com,1999:blog-1725752659166492397.post-86722904672394225802015-08-25T17:29:00.001+01:002015-08-25T17:29:05.749+01:00Workshop @CHI PLAY 2015<div style="text-align: justify;">
<a href="http://personalizedgames.tech-experience.at/"><b>Workshop on Personalization in Serious and Persuasive Games and Gamified Interactions</b></a> (October 4th, 2015) in conjunction with</div>
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<a href="http://chiplay.org/"><img alt="http://chiplay.org/" border="0" height="127" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmkiNaiiovbYV-qotPGI7_Se_ShTSf7zeHvtLdtdEdpP149H_6a4TTPsQKgD-6cnR7to8WdFZnZ3F5o-jfGnA6a_xwxx811zRacTKfzL1egpooEWCmoArFO_-dko8H7giqKo9tnOlTNTY/s400/Captura+de+ecra%25CC%2583+2015-08-25%252C+a%25CC%2580s+17.23.40.png" width="400" /></a></div>
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<strong>Submission Deadline</strong>: 01.09.2015</div>
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<b>Topics:</b></div>
<ul style="text-align: justify;">
<li>Theoretical explorations of the differences and communalities of the
notions personalization, customization, adaptation and tailoring.</li>
<li>Contributions exploring factors for personalization, e.g.
personality, cognitive abilities, gender, persuadability, player types,
gamification user types, different states, customization of game
input/output devices, preferences in regard to the game interface, game
preferences as well as contextual and situational variables.</li>
<li>Studies showing the effect of personalization, especially on several
relevant dependent variables, e.g. holistic player/user experience,
emotional and cognitive appeal, usage frequency and cultural background.</li>
<li>The development and validation of new and improved models for
personalization e.g. advanced player/gamification user type models.</li>
<li>Contributions exploring design practices, guidelines and challenges
as well as procedures and patterns, around personalization of serious
games and gamified systems.</li>
<li>(Industrial) case studies and (commercial) examples of personalized
serious and persuasive games and gamified systems (benefits, risks,
practical impact).</li>
<li>Success stories and stories of failure with regard to
personalization of serious and persuasive games and gamified systems.
Limitations and requirements of personalization.</li>
<li>Studies on the return of investment and costs-benefits analyses of
personalization in serious and persuasive games and gamified
interactions.</li>
<li>Other market- and industry relevant considerations of personalized
serious games and gamified systems as well as new business models and
opportunities for personalization (e.g. personalization as premium
feature).</li>
</ul>
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Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com2tag:blogger.com,1999:blog-1725752659166492397.post-81173839823696693382015-08-03T22:23:00.003+01:002015-08-03T22:23:42.665+01:00An Experiment to Assess Students’ Engagement in a Gamified Social Learning EnvironmentNew paper published in <a href="http://openeducationeuropa.eu/en/node/172731">issue 43 of eLearningPapers - <b>Applied Games and Gamification – Drivers for Change</b></a>:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCAWmtkNGCrVKUTx8UllXF0JRpaGzj6zj9oOyy_nEHLR7rY1LKvMg03udm9vhssz6u6fMbQBSdNhns0CDEyRdq5TfcStorpUNgPkrVATMLfG7FqNNyL1cRXyb1Y9613Cw12ohBEJfu3nE/s1600/Captura+de+ecra%25CC%2583+2015-08-3%252C+a%25CC%2580s+22.02.15.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="102" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCAWmtkNGCrVKUTx8UllXF0JRpaGzj6zj9oOyy_nEHLR7rY1LKvMg03udm9vhssz6u6fMbQBSdNhns0CDEyRdq5TfcStorpUNgPkrVATMLfG7FqNNyL1cRXyb1Y9613Cw12ohBEJfu3nE/s400/Captura+de+ecra%25CC%2583+2015-08-3%252C+a%25CC%2580s+22.02.15.png" width="400" /></a></div>
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<b><a href="http://openeducationeuropa.eu/en/article/Applied-Games-and-Gamification-Drivers-for-Change_From%20Field_43-5?paper=172731">An Experiment to Assess Students’ Engagement in a Gamified Social Learning Environment</a> </b><br />
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<i>This paper presents a research work conducted to address students’ disengagement by investigating if gamification can make a contribution to solving this problem. The disposition to experience flow, a psychological state, was used as a measurement of engagement. An experiment allowed testing a research hypothesis concerning flow in a gamified environment.</i><br />
<br />
co-authored with Sérgio Mateus, Rebeca Redondo a Ana Vilas.<br />
<br />
The overall purpose of the experiment was to test the hypothesis that a gamified version of a Social Learning Environment (SLE) causes in its users an increase in their disposition to experience flow (see this other <a href="http://edulearning2.blogspot.pt/2015/01/gamification-fun-flow-and-learning.html">post</a>) than the non-gamified version. The disposition to experience flow was assessed by using a questionnaire based on the Portuguese version of the <a href="http://www.mindgarden.com/100-flow-scales">DFS-2</a>.<br />
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The experiment tested a group of subjects (a class of 3rd grade students) before and after the treatment (using the gamified version of the SLE). A pre-test, using the DFS-2, indicated how the subjects did prior to administration of the treatment condition and a post-test evaluated the subjects after the treatment. The effect was taken as the difference between the pre-test and the post-test scores.<br />
<br />
Although small, an increase in the students’ tendency to experience flow was observed, particularly in the flow dimensions related to flow outcomes.<br />
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Issue 43 of eLearning Papers has two other gamification papers:<br />
<br />
<a href="http://openeducationeuropa.eu/en/article/Applied-Games-and-Gamification-Drivers-for-Change_In-Depth_43-4?paper=172731">To Game or not to Game – a pilot study on the use of gamification for team allocation in entrepreneurship education</a> <br />
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and<br />
<br />
<a href="http://openeducationeuropa.eu/en/article/Applied-Games-and-Gamification-Drivers-for-Change_From%20Field_43-6?paper=172731">What really works in gamification? Short answer: we don’t know, so let’s start thinking like experimenters </a>
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Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com5tag:blogger.com,1999:blog-1725752659166492397.post-24600211943925551072015-07-16T09:40:00.001+01:002015-07-16T09:40:16.656+01:00gEducation 2015: 2nd International Workshop on Gamification in Education<i>Call For Papers for the
Second edition of “gEducation: Gamification in Education” workshop,
co-located within the 4th edition of the Gamification World Congress,
that will be held on 10th – 13th November 2015 in Barcelona, Spain.</i><br />
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<a href="https://gamification.world/congress/gwc-2015"><img alt="https://gamification.world/congress/gwc-2015" border="0" height="146" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3icmedy0jqjJxxD58KQBxzNXCVfaX0DOZ2R7QgM554GUQc8e8tHTf0EQ2mE5adNVfoeyeQcfAR1YAIJcqoA5ETbOkzqB3P7lJrOrN7IRqCkV3AFgbhOjVqToUoadY7YZgeU_6NiJwi0w/s400/Captura+de+ecra%25CC%2583+2015-07-15%252C+a%25CC%2580s+23.07.10.png" width="400" /></a></div>
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Important Dates:<br />
<ul>
<li>Submission deadline: Deadline Extended to September 15th 2015</li>
<li>Notifications: October 5th 2015</li>
<li>Workshop: November 13th 2015 </li>
</ul>
Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com6tag:blogger.com,1999:blog-1725752659166492397.post-52104196039976722112015-07-15T23:02:00.001+01:002015-07-15T23:02:56.589+01:00ICERI2015: Call for Papers<a href="http://iated.org/iceri/"><b>ICERI2015</b></a>, the 8th annual International Conference of Education, Research and Innovation will be held in <b>Seville</b> (Spain), on the 16th, 17th and 18th of November, 2015.<br />
<br />
<div style="text-align: center;">
<a href="http://iated.org/iceri/"><img alt="http://iated.org/iceri/" border="0" height="250" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_7aSnbcqNAT3mHtVzwelqnR6ohpEixClGW6As8EyrAUoCSzKHvOzek7kP_6-lo_DutDAYj8I0HqQOHRLLW16l_OEP_mEoN-VLn5Hz_fBmDkV3_krcqwEJme9ley_31-zUJqYwo632eLo/s400/ICERI2015.png" width="400" /></a> </div>
<br />
Important dates:
<br />
<ul>
<li><b>Abstract Submission Deadline: </b><span class="resaltado"><b>July 16th, 2015</b>. (included)</span></li>
<li>Final Paper Submission Deadline: <span class="resaltado">October 1st, 2015. (included)</span> </li>
<li>Registration deadline for authors: <span class="resaltado">October 1st, 2015. (included)</span> </li>
<li>Conference Dates: <span class="resaltado">Seville (Spain), November 16th-17th-18th, 2015.</span></li>
</ul>
<span class="resaltado"></span><b>Game-based learning and Gamification</b> are some of the <a href="http://iated.org/iceri/topics">conference topics</a>.Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com5tag:blogger.com,1999:blog-1725752659166492397.post-23579021142118778412015-02-27T12:37:00.001+00:002015-02-27T12:40:19.111+00:00The 7 Most Used Game Elements and Game Techniques in Education<br />
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<span style="font-family: 'CMR10'; font-size: 11.000000pt;">A literature review can show what are the sets of <b>game elements</b> and <b>game techniques</b> that are
commonly used in gamified educational environments. <b>Points</b>, <b>badges</b>, <b>leaderboards</b>,
<b>levels</b> and <b>progress bars</b> seem to be the most used elements. Recent research confirms this
notion. </span><span style="font-family: "CMR10"; font-size: 11pt;"> </span></div>
<div style="text-align: justify;">
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<div style="text-align: justify;">
<span style="font-family: "CMR10"; font-size: 11pt;">Dicheva et al. </span><span style="font-family: 'CMR10'; font-size: 11.000000pt;">(</span><span style="font-family: "CMR10"; font-size: 11pt;">2015</span><span style="font-family: 'CMR10'; font-size: 11.000000pt;">) conducted a systematic mapping study covering existing
empirical work in gamification in education. One of the research questions behind this
study was “<i>What game elements have been used in gamifying educational systems?</i>”.
The study considered 34 articles and conference papers published from 2011 and until
the first semester of 2014. Most of the publications occurred in 2013 (19) and 2014
(12). In their study, </span><span style="font-family: "CMR10"; font-size: 11pt;">Dicheva et al.</span><span style="font-family: 'CMR10'; font-size: 11.000000pt;">, first found what were the most cited game design
principles and game mechanics. These terms are considered here as
“<b>game elements</b>” and “<b>game techniques</b>”, respectively. </span></div>
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<div style="text-align: justify;">
<span style="font-family: 'CMR10'; font-size: 11.000000pt;">The study reached the following
conclusions: </span></div>
<ul style="text-align: justify;">
<li><span style="font-family: 'CMR10'; font-size: 11.000000pt;">The most used game elements were <b>points</b>, <b>badges</b>, <b>leaderboards</b>, <b>levels</b>, <b>virtual goods</b> and <b>avatars</b> (this one mentioned only in one publication);</span> </li>
</ul>
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<span style="font-family: 'CMR10'; font-size: 11.000000pt;"></span></div>
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<li><span style="font-family: 'CMR10'; font-size: 11.000000pt;">The most used game techniques were “<b>visible status</b>”, “<b>social engagement</b>”, “<b>freedom of choice</b>”, “<b>freedom to fail</b>”, “<b>rapid feedback</b>” and “<b>goals/challenges</b>”;</span> </li>
</ul>
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<li><span style="font-family: 'CMR10'; font-size: 11.000000pt;">These game elements and techniques were mostly appplied to blended learning courses; </span></li>
</ul>
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<li><span style="font-family: 'CMR10'; font-size: 11.000000pt;">Only two papers considered K-12 education. The remainning publications concern higher education and training;</span> </li>
</ul>
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<li><span style="font-family: 'CMR10'; font-size: 11.000000pt;">Computer Science and ICT educators are the early adopters of gamification;</span> </li>
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<li><span style="font-family: 'CMR10'; font-size: 11.000000pt;">There is a scarce empirical research on the efectiveness of gamification in learning<br />environments;</span> </li>
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<li><span style="font-family: 'CMR10'; font-size: 11.000000pt;">The authors of the reviewed papers share the opinion that gamification has the potencial to improve learning.</span></li>
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<span style="font-family: 'CMR10'; font-size: 11.000000pt;">Also Seaborn and Fels (2015) surveyed 31 gamified systems and find that the most employed game elements elements and game techniques were <b>points</b> (18), <b>badges</b> (15), r<b>ewards</b> (11), <b>leaderboards</b> (11), <b>challenges </b>(6), <b>status</b> (5), <b>progression</b> (3), <b>achievements</b> (3), <b>avatars</b> (3), <b>mini-games</b> (2), <b>roles</b> (2), <b>narrative</b> (1), <b>time pressure</b> (1), and <b>feedback</b> (1).</span></div>
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<span style="font-family: 'CMR10'; font-size: 11.000000pt;">Farber (2015), refers some "gamification mechanics" (game elements), used in gamification and quest-based learning. Those elements are leaderboards, badges, modding, avatars, in-game economies, game geography and Easter eggs.</span></div>
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<span style="font-family: 'CMR10'; font-size: 11.000000pt;">Literature reviews revealed that, although several articles and conference papers have been published since 2010, there is still a lack of empirical research on the use and the benefits of gamification. This happens not also in education but also in the other fields of application of the gamification approach. Nevertheless, according to Hamari et al. (2014), <b>education is the most common context found in research</b>. </span></div>
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<span style="font-family: 'CMR10'; font-size: 11.000000pt;"><br />Regarding gamification for the K-12 education more empirical research is needed. Another important conclusion is that gamification does produce positive effects and benefits and gamification of education, in particular, has a potential impact on learning. This review also shows that there is a set of common game components used in most learning settings.</span></div>
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<span style="font-family: 'CMR10'; font-size: 11.000000pt;">Hence, the most used game elements and techniques, mainly according to the studies from Dicheva et al. (2015), Seaborn and Fels (2015), Thiebes et al. (2014) and Hamari et al. (2014), are shown in the following table:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglE6iZB-S5Dte7P4qo7syuikxC86D8mP3SmLEj6WJK8yiyrtQnj7DAvE2Lku-aHnqvRyVay-_YAcuxBdgDCO0DLRMYzBclfbS-4kkbxK7NFStzqESwV7V4mDQCRBG9RgkFl6623HzBGt8/s1600/Captura+de+ecra%CC%83+2015-02-27,+a%CC%80s+12.14.22.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglE6iZB-S5Dte7P4qo7syuikxC86D8mP3SmLEj6WJK8yiyrtQnj7DAvE2Lku-aHnqvRyVay-_YAcuxBdgDCO0DLRMYzBclfbS-4kkbxK7NFStzqESwV7V4mDQCRBG9RgkFl6623HzBGt8/s1600/Captura+de+ecra%CC%83+2015-02-27,+a%CC%80s+12.14.22.png" height="218" width="400" /></a></div>
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<b><span style="font-family: 'CMR10'; font-size: 11.000000pt;">References:</span></b></div>
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<span style="font-family: 'CMR10'; font-size: 11.000000pt;">Dicheva, D., Dichev, C., Agre, G., and Angelova2, G. (2015). Gamification in education: A systematic mapping study (in press). Educational Technology and Society,, 18(3). </span></div>
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<span style="font-family: 'CMR10'; font-size: 11.000000pt;">Farber, M. (2015). Gamify Your Classroom: A Field Guide to Game-Based Learning. Peter Lang Publishing, Inc., New York.</span></div>
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<span style="font-family: 'CMR10'; font-size: 11.000000pt;">Hamari, J.,
Koivisto, J., and Sarsa, H. (2014). Does gamification work? – a litera-
ture review of empirical studies on gamification. In proceedings of the
47th Hawaii International Conference on System Sciences, pages 6–9,
Hawaii, USA.</span></div>
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<span style="font-family: 'CMR10'; font-size: 11.000000pt;">Seaborn, K., Pennefather, P., and Fels, D. (2013). Reimagining leaderboards: Towards gamifying competency models through social game mechanics. In Lennart E. Nacke, K. H. and Randall, N., editors, Proceedings of the First International Conference on Gameful Design, Research, and Applications, pages 107–110, New York. ACM.</span></div>
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<span style="font-family: 'CMR10'; font-size: 11.000000pt;">Thiebes, S., Lins, S., and Basten, D. (2014). Gamifying information systems - a synthesis of gamification mechanics and dynamics. In Twenty Second European Conference on Information Systems, Tel Aviv.</span></div>
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Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com9tag:blogger.com,1999:blog-1725752659166492397.post-32662511594381690232015-02-19T15:33:00.000+00:002015-02-19T15:33:02.770+00:00CURSO b-learning: "Gamificação: Estratégias de Jogos Aplicadas ao e-Learning"<div style="text-align: justify;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGWME4dyHdfkqdkAw3OdaBv6X3XiIXgS6-FmcrIiYRvcAxZlGnMxNjxbE3g3XOgLUB-a5i4r5On3BCEMQBsWW1ForUEjBh-T2fuvcD4s9l9XKGIX3l7HWQ8KNlBAnuid-6BzZ_A9-0p7I/s1600/Captura+de+ecra%CC%83+2015-02-19,+a%CC%80s+15.25.51.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGWME4dyHdfkqdkAw3OdaBv6X3XiIXgS6-FmcrIiYRvcAxZlGnMxNjxbE3g3XOgLUB-a5i4r5On3BCEMQBsWW1ForUEjBh-T2fuvcD4s9l9XKGIX3l7HWQ8KNlBAnuid-6BzZ_A9-0p7I/s1600/Captura+de+ecra%CC%83+2015-02-19,+a%CC%80s+15.25.51.png" height="51" width="400" /></a></div>
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Motivar através de desafios e incentivos é essencial na Formação, dinamizando a aprendizagem.<br /><br />A <b>GAMIFICAÇÃO</b> aplica elementos característicos dos jogos a ambientes não lúdicos, como é o caso da formação e-learning, potenciando a aprendizagem.<br /><br />Este e-curso focará técnicas e estratégias de gamificação, ou elementos de jogos, que, combinados, podem contribuir para que os cursos online sejam mais motivadores e envolventes, tornando-os mais eficazes.</div>
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<a href="formador:%20Jorge%20Sim%C3%B5es"><img alt="Formador: Jorge Simões" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHzeCG6AN3094rte9pbQrNeW-W7oI0m_Q4JyjFDAiVSDIbw3_DbPWQu34u4PsDhBQ1IARvcQYgrRjbd8hr2HQnnjfLZX5aeApFFwcOThpxWSBhYUFzciBM6EWAHJQAyiJf4sqBcEn18vQ/s1600/Captura+de+ecra%CC%83+2015-02-19,+a%CC%80s+15.26.05.png" height="320" width="294" /></a></div>
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<br /><b>Objetivos:</b></div>
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<li>Compreender o conceito de gamificação e a sua aplicação na formação e ensino;</li>
<li>Conhecer as principais técnicas e estratégias de aplicação do conceito em situações reais de formação;</li>
<li>Desenvolver capacidade para conceber atividades pedagógicas gamificadas com o auxílio de plataformas de apoio à aprendizagem e de ferramentas digitais de gamificação.</li>
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<br /><b>Início: 26 de fevereiro.</b><br />Duração: 30 horas (2 horas presenciais, 5 síncronas e 23 assíncronas).<br /><br /><b>Conteúdo Programático:</b></div>
<ul>
<li> Módulo 0: Introdução ao curso e ao ambiente e-learning - 2h presenciais</li>
<li> Módulo 1: Dos Jogos à Gamificação - 1h assíncrona, 5h assíncronas</li>
<li> Módulo 2: Elementos de Jogos - 1h síncrona, 5h assíncronas</li>
<li> Módulo 3: Psicologia e Gamificação - 1h síncrona, 5h assíncronas</li>
<li> Módulo 4: Cenários de Aplicação - 2h síncronas, 9h assíncronas</li>
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<b>Formador: Jorge Simões</b></div>
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<span style="color: blue;"><b>»» <a href="http://www.tecminho.uminho.pt/showcourse.php?plan=1&course=2805">Informações adicionais e inscrições disponíveis aqui</a> «« </b></span></div>
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TecMinho – interface da Universidade do Minho<br />Centro e-Learning - elearning@tecminho.uminho.pt <br />Tlf: 253 510 590<br /><a href="http://www.tecminho.uminho.pt/elearning">www.tecminho.uminho.pt/elearning</a><br /></div>
Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com5tag:blogger.com,1999:blog-1725752659166492397.post-23888314535192782952015-02-03T15:44:00.000+00:002015-02-03T15:44:47.207+00:00Gamification on the Future of EdTechOn <a href="http://www.forbes.com/sites/berlinschoolofcreativeleadership/2015/01/16/future-of-edtech-101-automation-curation-and-gamification/">Future Of EdTech 101: Automation, Curation And Gamification</a> by <span class="guest_moniker">Nathan Deardorff</span><span class="guest_moniker">:</span><br />
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<i>By the year 2050 higher education will be transformed by three trends: automation, curation, and <b>gamification</b>. </i><br />
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<i>(...) <b>gamification</b>, the act of turning something
that is traditionally not a game into one. It’s like getting a gold
star for a good job, but better. A contemporary example of this is the
web app, <a href="https://habitrpg.com/static/front">HabitRPG</a>. It takes after other Role Playing <a class="exit_trigger_set" href="http://www.forbes.com/games/">Games</a>
by giving characters magical abilities, experience points and health.
The users can gain powers and experience by completing self assigned
tasks. If the tasks are not completed by the due date, the user looses
health. This system could be implemented for homework assignments. But
the in-class application is far more exciting. Imagine automated
tracking of class participation, class grades, and work speed. This
carrot-and-stick system would motivate students to earn points by
actively engaging in the classroom, and finish their quizzes as quick as
possible with highest accuracy. Performance is public via game points
or badges. A student who can actively brag that he outscored his
classmates in attention, or is the fastest quizzer in the school will
feel the euphoria of a job well done, and the other students will feel
the stick of motivation to out score their competitor.</i></div>
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I don't agree with the definition of gamification (<i>turning something
that is traditionally not a game into one)</i> but this article shows the importance of gamification for the <b>education</b> sector.<br />
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<a href="https://notegraphy.com/mrmatera/note/1496514"><img alt="https://notegraphy.com/mrmatera/note/1496514" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB7jJ3_CV9qv1jy-E3G4p_TuqUDGGAVnNXGSuHzdS_8k0iaNOIw7vMB1qntIkBfpcDBkvk9HmXmAulPJDl5XUwARfLduHpT3PK8I3wHxxI2JxsmOJug8GutnZ60BnuG9_u52IK5cz23GY/s1600/Captura+de+ecra%CC%83+2015-02-2,+a%CC%80s+15.13.59.png" height="320" width="215" /><span id="goog_347083601"></span></a><span id="goog_347083602"></span></div>
Jorge Simõeshttp://www.blogger.com/profile/13043192013719968839noreply@blogger.com7