Gamification Classification as a Framework for Analysing Gamification Elements in Digital Educational Tools

Abstract

Gamification is increasingly being adopted in education as a means to enhance student motivation. Compared to game-based learning (GBL), this approach is more suitable for use in the classroom as it does not require the development of specialised educational games. Instead, gamification can be achieved by incorporating game design elements that are available through widely accessible digital gamification tools. However, the selection of suitable tools and their gamification elements remains a challenge for teachers. This paper introduces a new classification for gamification and demonstrates its application in the evaluation of popular digital gamification tools. By examining the characteristics of these tools, the classification not only helps teachers to select suitable tools, but also enables them to evaluate other tools independently. This classification represents an initial step toward the development of a technological-pedagogical framework for designing and implementing gamified activities in schools. In addition, a survey was conducted among a group of computer science teachers to find out which gamification elements they, as experts, consider most important for the use of gamification in the classroom. The elements that are best suited for inclusion in gamification tools were filtered out and it is planned to implement them in the future proprietary gamification applications.

Keywords