Developing a Theory of Gamified Learning: Linking Serious Games and Gamification of Learning. (December 2014)

• Record Type: Journal Article
• Authors: Landers, Richard N.
• Is Part Of: Simulation & gaming. Volume 45:Number 6(2014:Dec.)
• Page Start: 752
• Page End: 768
• Publication Date: 2014-12
• Subjects: attitudes -- behavior -- game attribute taxonomy -- game attributes -- game element taxonomy -- game elements -- gamification -- gamified learning -- learning -- learning outcomes -- mediation -- model -- moderation -- psychology -- serious games -- simulation/gaming -- taxonomy -- theory -- training; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878114563660
• Languages: English
• ISSNs: 1046-8781

Abstract

Background and Aim: Gamification has been defined as the use ofcharacteristics commonly associated withvideo games innon-game contexts. In this article, Ireframe this definition in terms of thegame attribute taxonomy presented by Bedwell and colleagues. This linking is done with the goal ofaligning theresearch literatures of serious games and gamification. Apsychological theory of gamified learning is developed and explored. Conclusion: In thetheory of gamified learning, gamification is defined as the use of game attributes, as defined by the Bedwell taxonomy, outside the context of a game with the purpose of affecting learning-relatedbehaviors orattitudes . These behaviors/attitudes, in turn, influence learning by one or twoprocesses : by strengthening the relationship betweeninstructional design quality andoutcomes (amoderating process) and/or byinfluencing learning directly (amediating process). This is contrasted with a serious games approach in which manipulation ofgame attributes is typically intended toaffect learning without this type of behavioral mediator/moderator.Examples of each game attribute category as it might be applied in gamification are provided, along with specificrecommendations for the rigorous, scientificstudy of gamification.