Internet Learning Volume 4, Number 2, Fall 2015 | Page 86

Internet Learning
Introduction
Gamification is not the same as a game.
The educational use of gamification
blends game-based mechanics
(Schell, 2015) with an understanding of
the needs, goals and values described by
self-determination theory (Deci & Ryan,
2015) of intrinsic motivation. It encourages
engagement and measurable benefits for
online learning. Gamification is also part of
the effort to address the needs of Generation Z,
also known as "Gen Next" or "Gen I,” including
people born between the early 1990s and the
early 2000s (Posnick-Goodwin, 2010). These
folks have been thought of as smarter and
more self-directed than other generations.
They are able to process information more
quickly than prior age groups, but they are
not known for their ability to work in groups
(Igel & Urguhort, 2012). The elements
of mechanics and motivation merge to
support applying game-based mechanics to
existing educational courses to encourage
engagement and measurable benefits for
online learning. The authors of this study
introduce the challenges associated with
defining gamification and propose a model
to support gamification design. The method
and analysis sections review two case studies
from earlier work in this field and conclude
with recommendations for future research.
Theoretical Framework
Finding a succinct definition for
gamification is a challenge. At its
essence, is the notion that game-design
elements, including game mechanics and
game design principles, may transform an
existing system into game-like constructs.
Gamification is not the same as a
game. (Schell, 2015)
Examples of target systems include popular
reward programs and academic course
management tools. Definitions vary from
this baseline as researchers relate the source
of these game mechanics to video games,
computer games or other game constructs.
The centerpiece for this study is the search for
an elusive definition, and to provide support
for how researchers and professionals with
little game design experience can leverage
gamification through effective design
and deployment to achieve predictable
outcomes for students. During the course
of the investigation mounted to find a
common definition of gamification, certain
themes emerged that offer great promise for
advancing the research, as noted in Tables 1,
2 and 3.
Wilson (2015) proposes a model
for mapping game-design elements to
the values and beliefs of users and in
turn, another model that examines their
relationship to their perception of usefulness
and task performance. The combination of
bridging game mechanics with the values
and task perceptions of the players helps
to promote a game that fosters meaningful
play (Huizinga, 1955; Salen, Tekinbas &
Zimmerman, 2003). The result may lead to
more applicable and predictable results for
online education, engagement and learning.
Finding a succinct definition for
gamification is a challenge.
The Quest for a Gamification Definition
Although gamification lacks a
standard definition (Seaborn, 2015),
common themes are found in the literature.
For example, Denny (2013) defines
gamification in terms of game elements
used in non-game applications, whereas Li,
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