Gamification in higher education: a systematic review
DOI:
https://doi.org/10.22395/rium.v16n31a5Keywords:
field of knowledge, higher education, gamification, educational gameAbstract
Gamification is shown as an alternative for traditional classroom strategies and is increasingly used in higher education. The purpose of the revision is to know the way gamification has brought more interest in the following fields of knowledge in terms of bibliographic production and use: management and economics, arts and humanities, health sciences, natural and exact sciences, social and juridical sciences, engineering, and architecture. Participation was identified according to results in nine academic databases. The field with the highest percentage, based on the scale defined in the methodology, is Engineering and Architecture (3.15), while health sciences obtained 0.49. It is clearly seen that gamification is a field explored in higher education and experiences which have generated its application are different. Setting usage guidelines is recommended, including studies of a bigger scope in order to know its real effects on the learning process.Downloads
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References
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[3] R. N. Landers and R. C. Callan, “Casual social games as serious games: The psychology of gamification in undergraduate education and employee trainingâ€, in Serious games and edutainment applications, Springer, 2011, pp. 399–423.
[4] J. J. Lee and J. Hammer, “Gamification in education: What, how, why bother?â€, Acad. Exch. Q., vol. 15, n.° 2, p. 146, 2011.
[5] B. Marne, J. Wisdom, B. Huynh-Kim-Bang, and J.-M. Labat, “The six facets of serious game design: a methodology enhanced by our design pattern library†in European Conference on Technology Enhanced Learning, 2012, pp. 208–221.
[6] Observatorio laboral para la educación. Graduados Colombia, “área de conocimiento,†Glosario, 2013. [Online]. Available: http://www.graduadoscolombia.edu.co/html/1732/propertyvalue-37268.html. [Accessed: 13-Oct-2016].
[7] D. A. Morales Valencia, “Revisión sistemática a la literatura para determinar los enfoques de la investigación en verificación formal del softwareâ€, 2012.
[8] M. Laskowski and A. Definition, “Implementing gamification techniques into university study path – a case studyâ€, 2015. IEEE Global Engineering Education Conference (EDUCON). March, pp. 582–586, 2015.
[9] E. B. Rangel, F. M. del Campo Sepúlveda, and G. I. Castanedo, “Experiencias de aprendizaje significativo mediante ludificación en un curso de administraciónâ€, in 1er Congreso Internacional de Innovación Educativa, 2014.
[10] M. D. Hanus and J. Fox, “Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performanceâ€, Comput. Educ., vol. 80, pp. 152–161, 2015.
[11] M. T. Bonde, G. Makransky, J. Wandall, M. V Larsen, M. Morsing, H. Jarmer, and M. O. A. Sommer, “Improving biotech education through gamified laboratory simulations,†Nat. Biotechnol., vol. 32, n.° 7, pp. 694–697, 2014.
[12] S. Villagrasa and J. Duran, “Gamification for learning 3D computer graphics artsâ€, in Proceedings of the First International Conference on technological ecosystem for enhancing multiculturality, 2013, pp. 429–433.
[13] M. S. Shawaqfeh, “Gamification as a Learning Method in Pharmacy Education,†J. Pharm. Care Heal. Syst., vol. 2015, 2015.
[14] G. Barata, S. Gama, J. Jorge, and D. Gonçalves, “Engaging engineering students with gamification,†in Games and Virtual Worlds for Serious Applications (VS-GAMES), 2013 5th International Conference on, 2013, pp. 1–8.
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Additional Files
- Carta de autores (Español (España))
- Figura 2. Resultados de búsqueda generales por área de conocimiento. (Español (España))
- Figura 1. Etapas del método aplicado a la revisión sistemática (Español (España))
- Figura 3. IngenierÃa y Arquitectura. (Español (España))
- Figura 4. Administración y EconomÃa. (Español (España))
- Figura 5. Ciencias Sociales y JurÃdicas. (Español (España))
- Figura 6. Ciencias Naturales y Exactas. (Español (España))
- Figura 7. Arte y humanidades. (Español (España))
- Figura 8. Ciencias de la salud. (Español (España))
Published
2018-02-26
How to Cite
Lozada-Ãvila, C., & Betancur Gómez, S. (2018). Gamification in higher education: a systematic review. Revista IngenierÃas Universidad De MedellÃn, 16(31), 97–124. https://doi.org/10.22395/rium.v16n31a5
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