Cómo Evitar Efectos Negativos al Gamificar en EducaciónRevisión Panorámica y Aproximación Heurística hacia un Modelo Instruccional

  1. Prieto-Andreu, Joel Manuel 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Journal:
REMIE: Multidisciplinary Journal of Educational Research

ISSN: 2014-2862

Year of publication: 2024

Issue Title: Junio

Volume: 14

Issue: 2

Pages: 244-266

Type: Article

DOI: 10.17583/REMIE.11765 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: REMIE: Multidisciplinary Journal of Educational Research

Abstract

Gamification studies in education have focused on exploring the positive effects, however, there are concerns related to neutral, mixed and negative effects, which must necessarily be addressed if an instructional model is to be designed. Due to the lack of adequate instructions to plan and implement gamification in a learning context, a model focused on the quality of the gamified system design is proposed, aimed at the process and an implementation of ethical and pedagogical gamification. It is intended to make known which are the gamification elements that have been most frequently reported as causing adverse effects in education, with the aim of guiding the instructional design of gamified experiences. In this review, the heuristic method known as "IDEAL" has been followed, as well as the protocols of the "PRISMA-ScR" statement for panoramic reviews. Theories, models and approaches of gamification in education are pointed out; The negative effects of gamification in education are discussed: effect of novelty in gamification mechanics and dynamics, collaborative vs competitive learning environments, duration of the gamified process, overjustification effect and dependence on gamification elements; and the design of an instructional model to gamify in education is presented.

Bibliographic References

  • Aldahash, T., & Alenezi, A. (2021). The Success Factors of Implementing Web-Based Gamification According to the Viewpoint of Female English Teachers for Public Education Stages. International Journal of Information and Education Technology, 11(12), 603-614. https://doi.org/10.18178/ijiet.2021.11.12.1571
  • Almeida, C., Kalinowski, M., & Feijó, B. (2021). A Systematic Mapping of Negative Effects of Gamification in Education/Learning Systems. En 2021 47th Euromicro Conference on Software Engineering and Advanced Applications (SEAA) (pp. 17-24). IEEE. http://dx.doi.org/10.1109/seaa53835.2021.00011
  • Algashami, A. (2019). Gamification risks in collaborative information systems: identification and management method (Doctoral dissertation, Bournemouth University).
  • An, Y., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33(1), 64-84. http://dx.doi.org/10.1007/s12528-020-09256-w
  • Andrade, F.R.H., Mizoguchi, R., Isotani, S. (2016). The bright and dark sides of gamification. En: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). pp. 176–186 SpringerVerlag New York, Inc. http://dx.doi.org/10.1007/978-3-319-39583-8_17
  • Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD research, 1(1), 19.
  • Bransford, J. D., & Stein, B. S. (1984). The ideal problem solver. New York: W. h.
  • Burke, B. (2014). Gamify. Brookline, MA: Bibliomotion, Incorporated.
  • Campos, A., Batista, E., Signoretti, A., Gardiman, R., Madeira, C. (2015). Gamifying activities in a higher education course. Proc. Eur. Conf. Games-based Learn. 2015–Janua, October 2015, 117–124.
  • Chang T, Doughty CB, Mitchell D, et al. (2018). Leveraging quick response code technology to facilitate simulation-based leaderboard competition. Simul Healthc, 13, 64-71. http://dx.doi.org/10.1097/sih.0000000000000281
  • Chou, Y. (2015). Actionable gamification: Beyond points, badges, and leaderboards. Fremont, CA: Octalysis Media. http://dx.doi.org/10.17345/rio18.137-144
  • Codish, D., Ravid, G. (2012). Personality Based Gamification: How Differente Personalities Perceive Gamification. En Proc. 22nd Eur. Conf. Inf. Syst. 11.
  • Cook DA, Artino AR. (2016). Motivation to learn: An overview of contemporary theories. Med Educ., 50, 997-1014. http://dx.doi.org/10.1111/medu.13074
  • Csikszentmihalyi, M., & Rathunde, K. (2014). The development of the person: An experiential perspective on the ontogenesis of psychological complexity. En M. Csikszentmihalyi (Ed.), in Applications of Flow in Human Development and Education (pp. 7-79). Dordrecht Heidelberg New York London: Springer. http://dx.doi.org/10.1007/978-94-017-9094-9_2
  • Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
  • De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91. https://doi.org/10.1016/j.compedu.2014.01.012
  • Deterding, S. (2013). Gameful design for learning. T+D, 67(6), 60-63
  • Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pags, C., Martínez-Herriz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380- 392. https://doi.org/10.1016/j.compedu.2012.12.020
  • Escribano, F. (2010). Gamification model canvas evolution for design improvement: Player profiling and decision support models. Fundación Iberoamericana Del Conocimiento, 1-6.
  • Fogg, B. (2009). A Behavior Model for Persuasive Design. Proceedings of the 4th International Conference on Persuasive Technology - Persuasive ’09. (2009).
  • Garcia-Iruela, M., & Hijón-Neira, R. (2020). What perception do students have about the gamification elements? IEEE Access, 8, 134386-134392. https://doi.org/10.1109/access.2020.3011222
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? --a literature review of empirical studies on gamification. En 2014 47th Hawaii international conference on system sciences (pp. 3025-3034). Ieee. https://doi.org/10.1109/hicss.2014.377
  • Hanus, M., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
  • Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach to game design and game research. En Proceedings of the AAAI Workshop on Challenges in Game AI (Vol. 4, No. 1, p. 1722).
  • Iorgulescu, S. (2021). An Analysis of Gamification in Education. The Need for an Ethical Code. Europolity-Continuity and Change in European Governance, 15(2), 101-126. https://doi.org/10.25019/europolity.2021.15.2.5
  • Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons. https://doi.org/10.1145/2207270.2211316
  • Kocadere, S.A., Caglar, S. (2015). The design and implementation of a gamified assessment. J. E-Learning Knowl. Soc. 11(3), 85–99.
  • Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191-210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013
  • Landers, R. N., Bauer, K. N., & Callan, R. C. (2017). Gamification of task performance with leaderboards: A goal setting experiment. Computers in Human Behavior, 71, 508-515. https://doi.org/10.1016/j.chb.2015.08.008
  • Lefers, B., & Birkenkrahe, M. (2016, October). How can educators with limited resources gamify their classes? A design-based approach. In European Conference on Games Based Learning (p. 354). Academic Conferences International Limited.
  • Lepper, M.R., Greene, D. (2015) Overjustification research and beyond: Toward a means-ends analysis of intrinsic and extrinsic motivation. Lepper MR, Greene D, eds. The Hidden Costs of Reward: New Perspectives on the Psychology of Human Motivation (Psychology Press, London), 109–148. https://doi.org/10.4324/9781315666983-14
  • Marczewski, A. (2015). Even Ninja Monkeys like to play. Blurb Inc, 1(1), 28. https://cutt.ly/0Xpntlg
  • McDaniel, R., Lindgren, R., Friskics, J. (2012). Using badges for shaping interactions in online learning environments. IEEE Int. Prof. Commun. Conf. 12–15. https://doi.org/10.1109/ipcc.2012.6408619
  • Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in human behavior, 71, 525-534. https://doi.org/10.1016/j.chb.2015.08.048
  • Meşe, C., & Dursun, Ö. Ö. (2018). Influence of gamification elements on emotion, interest and online participation. https://doi.org/10.15390/eb.2018.7726
  • Midgley C, Kaplan A, Middleton M (2001) Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? J. Ed. Psych., 93(1), 77–86. https://doi.org/10.1037/0022-0663.93.1.77
  • Morschheuser, B., Hamari, J., & Maedche, A. (2019). Cooperation or competition – When do people contribute more? A field experiment on gamification of crowdsourcing. International Journal of HumanComputer Studies, 127, 7-24. https://doi.org/10.1016/j.ijhcs.2018.10.001
  • Palmquist, A., Munkvold, R., & Goethe, O. (2021). Gamification Design Predicaments for E-learning. En International Conference on Human-Computer Interaction (pp. 245-255). Springer, Cham. https://doi.org/10.1007/978-3-030-77414-1_18
  • Pedro, L.Z., Lopes, A.M.Z., Prates, B., Vassileva, J., Isotani, S. (2015). Does gamification work for boys and girls? Proc. 30th Annu. ACM Symp. Appl. Comput.- SAC ’15. 214–219. https://doi.org/10.1145/2695664.2695752
  • Pérez-López, I. & Rivera García, E. (2017). Formar docentes, formar personas: análisis de los aprendizajes logrados por estudiantes universitarios desde una experiencia de gamificación. Signo y Pensamiento, 36(70), 112-129. https://doi.org/10.11144/javeriana.syp36-70.fdfp
  • Pozo-Sánchez, S., Lampropoulos, G., & López-Belmonte, J. (2022). Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms. Journal of New Approaches in Educational Research, 11(2), 307-322. https://doi.org/10.7821/naer.2022.7.1025
  • Prieto, J. M. (2020). Una revisión sistemática sobre gamificación, motivación y aprendizaje en universitarios. Teoría de la Educación. Revista Interuniversitaria, 32(1), 73-99. https://doi.org/10.14201/teri.20625
  • Prieto, J.M. (2022). Sistematic Review about Evaluation of Gamification in Seven Educational Disciplines. Teoria de la Educacion. Revista Interuniversitaria, 34(1), 189-215. https://doi.org/10.14201/teri.27153
  • Rahayu, F. S., Nugroho, L. E., Ferdiana, R., & Setyohadi, D. B. (2022). Motivation and Engagement of Final-Year Students When Using E-learning: A Qualitative Study of Gamification in Pandemic Situation. Sustainability, 14(14), 8906. https://doi.org/10.3390/su14148906
  • Robin, H., Marc, L., y Robert, Z. (2004). A formal approach to game design and game research. Work Challenges Game AI, 4(1), 1-4.
  • Rodríguez Martin, B., Flores Aguilar, G., & Fernández Río, F. J. (2022). Anxiety about failure in physical education. Can gamification promote changes in elementary school girls?. Retos. Nuevas tendencias en educación física deporte y recreación. https://doi.org/10.47197/retos.v43i0.90864
  • Rutledge, C., Walsh, C. M., Swinger, N., Auerbach, M., Castro, D., Dewan, M., ... & Chang, T. P. (2018). Gamification in action: theoretical and practical considerations for medical educators. Academic Medicine, 93(7), 1014-1020. https://doi.org/10.1097/acm.0000000000002183
  • Say, S., & Bag, H. (2017). The evaluation of the effect of a newly designed computer game on 7th grade students’ motivation towards science and aggression. Eurasia Journal of Mathematics Science and Technology Education, 13(8), 5379–5393. https://doi.org/10.12973/eurasia.2017.00831a.
  • Silva, I., Rodrigues, L., & Sampayo, M. (2020). The bad and the ugly: a systematic review of technology’s negative impacts’ mentions in literature from 2005 to 2020. En 6th International Conference on Higher Education Advances (HEAd'20) (No. 30-05-2020, pp. 819-829). Editorial Universitat Politècnica de València. https://doi.org/10.4995/head20.2020.11152
  • Schöbel, S., Janson, A., Ernst, S.-J., & Leimeister, J. M. (2017). How to gamify a mobile learning application–a modularization approach. International Conference on Information Systems (ICIS). Seoul, South Korea. https://doi.org/10.2139/ssrn.3042181
  • Shi, S., Leung, W. K., & Munelli, F. (2022). Gamification in OTA platforms: A mixed-methods research involving online shopping carnival. Tourism Management, 88, 104426. https://doi.org/10.1016/j.tourman.2021.104426
  • Song, H., Kim, J., Tenzek, K. E., & Lee, K. M. (2013). The effects of competition and competitiveness upon intrinsic motivation in exergames. Computers in Human Behavior, 29(4), 1702-1708. https://doi.org/10.1016/j.chb.2013.01.042
  • Thiebes, S., Lins, S., Basten, D. (2014). Gamifying information systems A synthesis of gamification mechanics and dynamics. Twenty Second Eur. Conf. Inf. Syst. 1–17.
  • Toda, A. M., Valle, P. H., & Isotani, S. (2017). The dark side of gamification: An overview of negative effects of gamification in education. En Researcher links workshop: higher education for all (pp. 143-156). Springer, Cham. https://doi.org/10.1007/978-3-319-97934-2_9
  • Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., ... & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Annals of internal medicine, 169(7), 467-473. https://doi.org/10.7326/m18-0850
  • van Elderen, J., & van der Stappen, E. (2019). The potential impact of gamification elements on the acceptance of technology in the context of education: a literature review, 177-201. https://doi.org/10.18690/978-961-286-280-0.10
  • Vahlo, J.; Kaakinen, J. K.; Holm, S. K.; Koponen, A. (2017). Digital game dynamics preferences and player types. Journal of Computer-Mediated Communication, 22(2), 88-103. https://doi.org/10.1111/jcc4.12181
  • Werbach, K., & Hunter, D. (2020). For the Win, Revised and Updated Edition: The Power of Gamification and Game Thinking in Business, Education, Government, and Social Impact. University of Pennsylvania Press. https://doi.org/10.9783/9781613631041
  • Woo, J. C. (2014). Digital game-based learning supports student motivation, cognitive success, and performance outcomes. Educational Technology & Society, 17(3), 291–307.
  • Yamakami, T. (2013). Gamification literacy: Emerging needs for identifying bad gamification. En Multimedia and Ubiquitous Engineering (pp. 395-403). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6738-6_49
  • Yang, Q. F., Chang, S. C., Hwang, G. J., & Zou, D. (2020). Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students’ English vocabulary learning performance, anxiety and behaviors. Computers & Education, 148, 103808. https://doi.org/10.1016/j.compedu.2020.103808
  • Yousof, A. K. (2020). Benefits and Disadvantages of Utilizing Gamified Learning in Higher Education: A Systematic Analysis. In Handbook of Research on Adult Learning in Higher Education (pp. 549-569). IGI global. https://doi.org/10.4018/978-1-7998-1306-4.ch021
  • Yıldırım, İ., & Demir, S. (2016). Oyunlaştırma temelli “Öğretim İlke ve Yöntemleri” dersi öğretim programı hakkında öğrenci görüşleri. International Journal of Curriculum and Instructional Studies, 6(11), 85-101.
  • Yu-Kai, C. (2017). Actionable gamification: Beyond points, badges and leaderboards. Revista Internacional de Organizaciones, 1-8.
  • Yu, Z., Gao, M., & Wang, L. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3), 522-546. https://doi.org/10.1177/0735633120969214
  • Yunyongying P. (2014). Gamification: Implications for curricular design. J Grad Med Educ,6,410-412. https://doi.org/10.4300/jgme-d-13-00406.1