Internet Learning Volume 4, Number 2, Fall 2015 | Page 90

A Model of Gamification Design
Any gamified system consists of three
essential elements: a user, a non-game task
for the user to perform, and a set of GDEs
that motivate the user to perform the task.
Combined, these form an element-based
model of gamification, shown in Figure 1.
Gamification Challenges and a Case Study in Online Learning
Figure 2. Relationship-based model of
effective gamification
Figure 1. Element-based model of
gamification
The non-game task in the model
is used to represent a specific instance of a
non-game context. The underlying goal of a
gamified system is for the user to accomplish
the task, illustrated by the dashed, gray arrow.
Within any gamified system, GDEs are used
to motivate the user to accomplish the task,
illustrated by the two black arrows. Although
the terminology differs slightly, this model is
consistent with the Deterding, et al. (2011)
definition: GDEs are used in a non-game
task. Furthermore, the model adequately
delineates two aspects of gamification’s scope:
1. All gamified systems must have these
three elements
2. Any non-game system with these three
elements is a gamified system.
Although the elements in the above
model are essential for any gamified system,
effective gamification depends on the
relationships between the elements, which
are shown in Figure 2.
Any gamified system consists of
three essential elements: a user,
a non-game task for the user to
perform, and a set of GDEs that
motivate the user to perform the
task.
User-GDE Relationship
The User-GDE relationship is one
of motivation. In terms of the purpose
descriptors from Table 3, this relationship
includes motivating users, engaging users,
and increasing user interest. The conceptual
framework for this relationship is the
theory of motivational affordances (Zhang,
2008 and Deterding, 2011), supported by
self-determination theory (SDT) (Ryan &
Deci, 2002). According to these theories,
motivation is afforded when the GDEs align
with user abilities, allowing the user to fulfill
the basic psychological needs of autonomy,
competence, and relatedness (Deterding,
2011). Inherent in this relationship is the
concept that users differ. Accordingly, a set
of GDEs that provide strong motivational
affordances to one user may prove ineffective
for another. Two promising methods for
supporting the user-GDE relationship are
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