Content uploaded by Shah Saquib
Author content
All content in this area was uploaded by Shah Saquib on May 02, 2018
Content may be subject to copyright.
0
Shah Saquib
A Thesis Report submitted to
Dr.-Ing. Thomas Hüttl
Technische Universität München
Faculty of Informatik, Boltzmannstr. 3, Garching
1
TABLE OF CONTENTS
Abstract ……………………….....……………….……............…………………………….. 2
1. Motivation .…..…………..…………….……................…....…………..………………... 2
2. Introduction …...………….………………….……......…....……………………………... 2
3. Game Vs Gamification ……………………………………………………………………. 3
3.1 Goal-focused activity ...……………………………………………………………….. 4
3.2 Reward Mechanisms …………………………………………………………………. 4
3.3 Progress Tracking …………………………………………………………………….. 5
4. Gamification in e-Learning ……………………………………………………………….. 6
5. Gamification in MOOC ……………………………………………………………………. 7
6. Gamified Social E-Learning …………………………………………………………….... 8
7. Conclusion …………………………………………………………………………………. 9
2
Gamification in the eLearning context
Thesis Report
eLearning – Techniken und Infrastrukturen (IN2093)
Shah Saquib
Technische Universität München, Germany
Fakultät für Informatik
nazmus.saquib@tum.de
ABSTRACT
This paper will draw a focal analysis about how gamification can enhance the eLearning
environment, how existing gamification techniques could be improved and how the whole
architecture can advance a learner’s learning experiences and knowledge acquisition
process. There are countless who drop out of the course, so it is important to discover
better approaches to propel these understudies and inspire them to finish the course. By
and large, learners found the gamified courses are more fascinating.
Keywords- eLearning, Gamification, education, Game-based learning
1 MOTIVATION
Recently, there's a great deal of debates about gamification in eLearning platforms. In any
case, what is gamification and what does it mean in an eLearning setting? Does it suggest,
the world is going to learn new domain specific knowledges just by playing a version
release of Clash of Clans? Not really.
Games advance the technique of knowing things by implicit involvement of the user. It
encourages players/ learners to recall critical ideas by giving difficulties and input to the
choices they make. Hence, this methodology must be practiced, researched and
supervised to obtain further sustenance.
2 INTRODUCTIONS
Gamification is the utilization of gamified components and gaming procedures to non-
amusement settings, for example, web-based learning content, to make the learning
interesting and to draw strong motivation of the learner. In other words, it can be
3
characterized as, the utilization of game intelligence and game mechanics in non-game
contexts to involve users in progressing through exercises.
It is a ground that possibly gives motivational advantages in e-learning. As gamification
and social e-learning have diverse unvarying mechanics, for example, coordinated effort,
revelation and accomplishment, their blend may have more noteworthy effects. A few
examinations indicated benefits brought by this mix, yet insufficient use of these highlights
considering strong hypothetical fundaments, with results assessed against these
hypothetical ideas. This paper tends to focus on that by investigating how to approach
gamification in social adaptive e-learning deliberately.
3 GAME Vs GAMIFICATION
To comprehend gamification, it is important to comprehend the central ideas of games.
There are three important parts in most of the games: goal-focused activity, reward
mechanisms, and progress tracking (Dickey, 2005). Each of these will be briefly described
later in this section. Table 1 shows the distinction amongst game and gamification.
Table 1: Game Vs Gamification.
Game
Gamification
1. Games have characterized rules and targets.
1. May simply be a gathering of assignments with
focuses or some type of reward.
2. There is a probability of losing.
2. Losing may or may not be possible in light of the
fact that the target is to persuade individuals to
make some move and accomplish something.
3. At times simply playing the game is certainly
gratifying.
3. Being inherently rewarding is flexible.
4. Games are generally hard and costly to develop.
4. Gamification is normally simple and less
expensive.
5. Content is typically transformed to fit the story
and scenes of the game.
5. Generally game-like characteristics are included
without rolling out excessively numerous
improvements to the content.
4
3.1 GOAL-FOCUSED ACTIVITY
exercises in games are commonly objective with an obvious characterized set of 'win'
conditions and various deterrents to overcome with a specific end goal to finish the course
of actions. It is noticeable to see the comparability amongst games and learning, with
users/students being coordinated to embrace undertakings so as to accomplish the
coveted result, moving to the following level/goal on account of a diversion, or finish
understanding a mind-boggling point on account of instruction. This common thrust on
accomplishing particular objectives is a noteworthy purpose behind the effectiveness of
gamification to a learning environment. Objectives that prompt accountability of a theme
or aptitude. For execution related objectives, inspiration is expanded when there is an
open acknowledgment of accomplishment, for example, by the utilization of class grading,
however real learning might be unaffected.
3.2 REWARD MECHANISMS
Games make utilization of a wide range of reward components, contingent upon the
unique circumstance, however three fundamental classes normally apparent:
Leaderboards, Prizes, and Achievements.
Leaderboards
As the name proposes, these are arrangements of players positioned by their
accomplishment in the play. A similar idea is utilized as a part of games, however it is
noticeably utilized as a part of multiplayer games, particularly ones that utilize rounds of a
settled time or goal. A Leaderboard is an exceptionally coarse-based method as it fits
tedious activities, yet it can be a capable stimulator. The leaderboard is ordinarily utilized
as a part of competitive exercises yet can likewise be utilized to boost cooperation.
Prizes
Virtual games regularly include modified components that enable players to adjust their
character to their favored gaming style or customize their character's presence. This
makes the player more drew in with the character and convey a more custom fitted playing
flavor. In computer games that component customization alternatives, the chance to
5
secure uncommon things is commonly connected to the consummation of specific
assignments inside the diversion, and the appeal of the thing propels players to embrace
these undertakings. Prizes can likewise appear as extra exercises, which are opened after
meeting the states of past objectives. Distinctive players will be inspired by various prizes
thus will perform exercises as per needs, and students will likewise differ along this
guidance. Prizes ought to inspire activities and should not discourage it by eliminating
from a quiz.
Achievements
Achievements are symbols shown openly on virtual profiles that feature exercises finished
by the individual and enable a person to review what they have done and to 'exhibit' to
outsiders. They can be viewed as a mix of the two different components and have as of
late turned out to be famous in numerous areas because of their incorporation in prevalent
games platforms. Besides gaming, they have likewise been utilized to inspire individuals
to do different activities, for example, work out, finish their homework undertakings or keep
up brand dependability. An old-fashioned application of this in training would be the best
performing understudy being made 'mentor' or 'tutor'.
3.3 Progress Tracking
Similarly, as with learning forms, following advancement toward objectives is imperative
inside games, since it would somehow or another be difficult to distinguish the rest of the
undertakings required to satisfy the triumph conditions. Some of this following can be
construed from the reward systems, yet this is an extremely unrefined measure and
numerous recreations have approaches to rapidly distinguish assignments have and have
not been finished and general game insights. This strategy for advance following is fairly
and practically equivalent to the arrangement of input inside instruction. Great input should
sketch what the student has done and given direction on the most proficient method to
enhance or progress later on, and advance following inside game progress a comparable
obligation by distinguishing the means to take keeping in mind the end goal to make it the
following target.
6
4. GAMIFICATION IN E-LEARNING
Gamification itself especially well-suited to e-learning in light of the fact that the
fundamental information for following advancement is all the more effortlessly grouped,
however recollecting that the procedure can be utilized on classroom educating similarly
as successfully. Engagement levels in e-learning exercises are regularly lower and
studies have demonstrated that, while those with high inherent inspiration are common as
drawn in as they would be with physical classrooms, the inverse is valid for students with
low ordinary inspiration. Including straightforward diversion, highlights could urge
unmotivated students to be more occupied with their own learning procedure and
cooperation with different students. Favorable position here is that current relationship
amongst PCs and multimedia can be saddled to strengthen beneficial work. This might
be more troublesome in physical learning spaces, for example, classrooms, since 'play' is
the absolute opposite of the reality that is typically connected with these spaces.
Regardless, this idle relationship between PCs and games has the capability of
empowering undesirable activities by the students.
Virtual Learning Environments make a perfect area for the use of gamification. This is
why, they commonly contain the greater part of the usefulness required to help exercises,
asset sharing, and coordinated effort, and in addition giving techniques to track a student's
advancement and collaborations. In a few frameworks, manual investigation of this
information may be fundamental. Be that as it may, the current enthusiasm for customized
learning has brought about the greater part of the real stages actualizing highlights that
can be an outfit for gamified learning. This could be additionally upgraded by making
utilization of different highlights, for example, utilizing tests to survey the individual's
learning or requiring a vote before moving to the following stage. At the point when the
student has sufficiently finished exercises or showed a particular competency, an
identification (badge/label) could be granted naturally and shown on their profile.
The ideas can likewise grow to incorporate complex exercises utilizing different advances
in a similar movement. Course configuration gave potential outcomes to dynamic
association. It additionally can add the fun factor to the generally serious conditions.
Shockingly, a few students would prefer not to play regardless of whether the objective of
7
the play is to learn. Be that as it may, for the greater part of the learners, a gamified course
is a pleasant exemption in the line of usual courses.
5. GAMIFICATION IN MOOC
There is an absence of studies breaking down the encounters and the impact of
gamification techniques as creative learning in massive open online courses. While
examining the gamification and MOOCs, there are two research lines that depend on its
qualities and its innovative nature and might be considered. The gamification could have
incredible potential in MOOCs learning process. The integration of the social
measurement to this kind of learning is fundamental to combine it into the MOOC learning
process. This social measurement of learning considers that learning happens together
with others in a wide range of social circumstances or settings. The principles of partaking
entails of three essentials that needed to be considered when scheming MOOC’s
gamification (Fischer, J. 2004).
• Meta-design: where the infrastructure enables collaborative design
• Social creativity: that shall support collaboration among learners
• Different levels of participation: those levels should allow different degrees of
engagement with the system and its content
Figure 1: Cooperative MOOC model with gamification.
Figure 1 demonstrates the cooperative MOOC model (Fidalgo et al, 2013) joins the two
highlights of xMOOC (e-learning stages) and cMOOC (learning groups in light of social
communities). Three layers characterize this agreeable model. The first is the
8
"technological” layer which is connected to the LMS (Learning Management System)
where all the course substance can be found and where the interpersonal organization
that will reinforce the learning group is overseen. The second layer named " training
strategy" alludes to the instructional outline of the course. And the "cooperative” layer is
connected by the Instructor/ teacher, utilizing the components of the stage and the
learning group.
6. GAMIFIED SOCIAL E-LEARNING
Social e-learning is a procedure in which students accomplish learning objectives through
social communication inside learning groups. In such a domain, connectedness also,
intuitiveness attempts to fulfill students' essential inborn needs, for example, self-
sufficiency, skill and relatedness, and in this manner prompt an expansion of inspiration.
Be that as it may, the twist of social highlights may likewise bring about mishandling them
for 'chitchat' purposes. This use would make the gamification components advance
helpfulness and sharing rather than competitiveness and narrow-mindedness and urge
students to be readily associated with a more extensive scope of assignments that they
may not do otherwise.
The gamification techniques were connected to actualize Topolor 2, a social versatile e-
learning framework. It includes different features that will be clarified straightaway.
Structured and Chunked Goals with Increasing Challenges: In Topolor 2, a course was
made out of organized points, so learners have different "layers" of objectives, with a
learning way that can be gotten to in various ways. They have a long-haul objective to
finish the course, a med-term objective to complete every point, and a transient objective
to accomplish every target. Points have sensibly short portrayals, albeit more assets of
different sizes can be added to them. They can't hop objective layers, yet they can choose
which opened subject to learn straightaway, the same number of times as they wish.
Additionally, a larger amount objective is typically more troublesome and muddled, so
understudies can incrementally ace new aptitudes, and practice before they show
authority.
9
Immediate and Positive Feedback with Guidance for the Next Step: Topolor 2 gave clear,
quick and positive input for learning exercises, to satisfy the requirement for self-rule and
fitness. For instance, subsequent to completing the pre-trial of a course, Topolor 2
indicates "congrats" and urges understudies to begin the course and offers in this way the
chance to join its learning group. At the point when an understudy shares another post,
for example, a picture or video, an update demonstrates the quantity of the new posts,
like Twitter, with the goal that the understudy can tap on it to refresh the post list.
Understudies need to consistently choose what to think about straightaway, and they can
utilize different components to do that, for example, learning way, channels of assets, and
so forth. Subsequent to presenting a test, Topolor 2 quickly demonstrates the outcome
and prescribes the themes that the learner may need to audit.
Visualization of Social Status, Comparisons, and Learning Progress: Topolor 2 boosts
different perceptions of people and groups for understudies to feel capable and related.
For instance, the examination of execution and commitment conceivably urge
understudies to contribute more to the learning group, as observing each other's status
may recreate impersonation and competition. Learners can likewise "like" a picture, a
video, and so forth shared by others.
7. CONCLUSION
This paper covers the main features of gamification in eLearning contexts, including
conceptual and pragmatic views related to MOOC and adaptive Social Learning, its
components and applications. Software development frameworks and methodologies can
be used to meet the requisites of the project. These components have a specific element
for self-learning and include a difference in learners' approach to accomplishing the
objectives, however, are not albeit its exclusive capacity.
ACKNOWLEDGMENT
Sincere appreciation goes to Dr.-Ing. Thomas Hüttl for guiding the students throughout
the eLearning – Techniken und Infrastrukturen seminar, providing feedback and helping
them whenever they needed any support.
10
REFERENCES
Darina Dicheva, Christo Dichev, Gennady Agre and Galia Angelova (2015): Gamification
in Education: A Systematic Mapping Study, Educational Technology & Society, 18 (3).
David Gañán, Santi Caballé, Robert Clarisó, Jordi Conesa (2016): Analysis and Design
of an eLearning Platform Featuring Learning Analytics and Gamification.
David Gañán, Santi Caballé, Robert Clarisó, Jordi Conesa (2016): Towards the Effective
Software Development of an eLearning Platform Featuring Learning Analytics and
Gamification.
Dickey, M. D. (2005). Engaging by design: how engagement strategies in popular
computer and video games can inform instructional design. Education Training Research
and Development, 53 (2), 67-83.
Dr. Ian Glover (2013): Play as you learn: Gamification as a technique for motivating
learners, Sheffield Hallam University Research Archive.
Elvira P., Rynson W.H. Lau, Kai Pata, Howard L., Mart L. (2014): Advances in Web-Based
Learning – ICWL 2014, 13th International Conference Tallinn, Estonia.
Fischer, J. (2004): Social responsibility and ethics: clarifying the concepts. Journal of
Business Ethics, 52(4), 381-390.
Lei Shi and Alexandra I. Cristea (2014): Making It Game-Like: Topolor 2 and Gamified
Social E-Learning, 22nd Conference on User Modeling, Adaptation and Personalization
(UMAP 2014), Aalborg, Denmark.
Lei Shi, Alexandra I. Cristea, Suncica Hadzidedic and Naida Dervishalidovic: Contextual
Gamification of Social Interaction – Towards Increasing Motivation in Social E-learning.
11
Luis de-Marcos*, Adrián Domínguez, Joseba Saenz-de-Navarrete, Carmen Pagés
(2014): An empirical study comparing gamification and social networking on e-learning.
Marko Urha, Goran Vukovic a , Eva Jereba , Rok Pintara (2015): The model for
introduction of gamification into e-learning in higher education, 7th World Conference on
Educational Sciences, (WCES-2015), 05-07 February 2015, Athens, Greece.
Martin Sillaots: Gamification of Higher Education by the Example of Course of Research
Methods, Tallinn University.
Oriol Borrás Gené, Margarita Martínez Núñez, Ángel Fidalgo Blanco: Gamification in
MOOC: Challenges, Opportunities and Proposals for Advancing MOOC Model.
Oscar Wongso, Yusep Rosmansyah, Yoanes Bandung (2014): Gamification Framework
Model, Based on Social Engagement in E-Learning 2.0, 2014 2nd International
Conference on Technology, Informatics, Management, Engineering & Environment
Bandung, Indonesia.
Ramón Cózar-Gutiérrez1* and José Manuel Sáez-López (2016): Game-based learning
and gamification in initial teacher training in the social sciences: an experiment with
MinecraftEdu.
Răzvan Rughiniș: Gamification for Productive Interaction Reading and Working with the
Gamification Debate in Education.
Shi, L., Cristea, A.I. (2014): Designing visualisation and interaction for social e-learning: a
case study in Topolor 2.
Siti Nurul Mahfuzah Mohamad, Sazilah Salam, Norasiken Bakar (2017): An analysis of
gamification elements in online learning to enhance learning engagement, Proceedings
of the 6th International Conference on Computing and Informatics, ICOCI 2017.
