Affluent Gaming Experience Could Fail Gamification in Education: A Review

Chong-Meng Chee · Doris Hooi-Ten Wong

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Educational Games and Gamification Digital Games and Media Online Learning and Analytics

Abstract

The presence of gaming natives has drawn our concern on their response to gamification in education and effect of gamified learning material. This study intends to critically review pitfalls and criticism of gamification in education, particularly on the evil side of simplification, essence of hedonic feelings of game, and effect on learning motivation for the purpose of shedding light on how to enhance its existing engagement model. In addition, this paper also pinpoints common fallacy of pursuing gamification among educators and practitioners and challenges faced by gamification designers. Throughout the review, it is suspected that affluent gaming experience could dampen the effectiveness of gamification and future research endeavour is called for validating such effect.

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References

2000Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.1999A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.2014Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification 1973Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis.2011Gamification. using game-design elements in non-gaming contexts 2014Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance 2013Are badges useful in education?: it depends upon the type of badge and expertise of learner 2013Gaming science: the “Gamification” of scientific thinking

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