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Journal Article

The art of Gamification; Teaching Sustainability and System Thinking by Pervasive Game Development  pp152-168

Anders Nordby, Kristine Øygardslia, Ulrik Sverdrup, Harald Sverdrup

© Jul 2016 Volume 14 Issue 3, Editor: Rikke Ørngreen and Karin Levinsen, pp150 - 232

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Abstract

Abstract: In 2013 Hedmark University College conducted a research project where students from a game development project/study program developed and tested a Pervasive Game for learning as part of a class in System Thinking. The overall game goal was to t each Sustainability through System Thinking, and to give the students a real world experience with their game;. It was tested on 5th and 7th graders in elementary school, spending one school day in each of the classes. This article focuses on the design o f the project: how the game was developed, how the children played it and how research was designed and data collected.

 

Keywords: Keywords: Gamification, game development, pervasive games, games and learning, pedagogy, system thinking, sustainability

 

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Journal Article

Drivers and Barriers to Adopting Gamification: Teachers’ Perspectives  pp434-443

Antonio Sánchez-Mena, José Martí-Parreño

© Oct 2017 Volume 15 Issue 5, Editor: Rikke Ørngreen and Karin Levinsen, pp367 - 466

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Abstract

Gamification is the use of game design elements in non‑game contexts and it is gaining momentum in a wide range of areas including education. Despite increasing academic research exploring the use of gamification in education little is known about teachers’ main drivers and barriers to using gamification in their courses. Using a phenomenology approach, 16 online structured interviews were conducted in order to explore the main drivers that encourage teachers serving in Higher Education institutions to using gamification in their courses. The main barriers that prevent teachers from using gamification were also analysed. Four main drivers (attention‑motivation, entertainment, interactivity, and easiness to learn) and four main barriers (lack of resources, students’ apathy, subject fit, and classroom dynamics) were identified. Results suggest that teachers perceive the use of gamification both as beneficial but also as a potential risk for classroom atmosphere. Managerial recommendations for managers of Higher Education institutions, limitations of the study, and future research lines are also addressed.

 

Keywords: gamification, games and learning, drivers, barriers, teachers, Higher Education.

 

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Journal Issue

Volume 15 Issue 5 / Oct 2017  pp367‑466

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial

 

Keywords: Open Teaching; Open Educational Practices; Open Educational Resources; MOOC; Information and Communication Technologies; Open Education; E-learning, E-Resources, e-learning, open and distance education, pre-service teachers, e-Learning practice, continuum, use, e-Teaching, e-Learning, traditional, innovation, systems engineering, systems thinking, systems approach, system dynamics, systems engineering education, systems thinking assessment, educational games, experience accelerator, experiential learning, game-based learning, system analysis and design, systems engineering and theory, simulation, Feasibility, e-learning, Iranian university, strategies, gamification, games and learning, drivers, barriers, teachers, Higher Education, connectivity, subject advisor, integration, curriculum delivery, 21st Century, South Africa, multimedia storytelling; traditional storytelling; foreign language learning; Chinese idiom learning; non-native novices

 

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