Affluent Gaming Experience Could Fail Gamification in Education: A Review. Issue 6 (2nd November 2017)

• Record Type: Journal Article
• Authors: Chee, Chong-Meng; Wong, Doris Hooi-Ten
• Is Part Of: IETE technical review. Volume 34:Issue 6(2017)
• Page Start: 593
• Page End: 597
• Publication Date: 2017-11-02
• Subjects: Digital games -- Education -- Extrinsic reward -- Gamification -- Gaming -- Learning; Telecommunication -- Periodicals; Electronics -- Periodicals; Electronics; Telecommunication; Periodicals; 621.38
• DOI: 10.1080/02564602.2017.1315965
• Languages: English
• ISSNs: 0256-4602

Abstract

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.