Key attributes of engagement in a gamified learning environment

Penny de Byl, James Hooper

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review

3 Citations (Scopus)
4 Downloads (Pure)

Abstract

Successful computer games and effective educational environments share many similar key attributes relating to instruction, goals, feedback and interaction. Unfortunately, many educators find it difficult to implement strategies in their curriculum to compete with the engagement of computer games. The recent surge in the popularity of gamification may hold the key and provide a framework by which teachers can implement simple strategies to increase engagement in their classrooms. To contribute to this domain about the affordances of gamification in education, this paper argues that the key attributes of engagement are the same whether they are in an education or game setting. It also extends a previous study that revealed a five dimensional model of gamified curriculum factors and examines each with respect to student engagement. The conclusion is the amount of engagement in the gamified classroom is dependent on the individual student’s playfulness and acceptance of innovative and dynamic pedagogies.

Original languageEnglish
Title of host publicationElectric dreams
Subtitle of host publication30th ascilite conference proceedings 2013
EditorsH Carter, M Gosper, J Hedberg
Place of PublicationSydney
PublisherMacquarie University
Pages221-230
Number of pages10
ISBN (Electronic)9781741384031
Publication statusPublished - 2013
Event30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013 - Sydney, Sydney, Australia
Duration: 1 Dec 20134 Dec 2013

Conference

Conference30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013
CountryAustralia
CitySydney
Period1/12/134/12/13

Fingerprint

Computer games
computer game
Curricula
learning environment
Education
Students
curriculum
classroom
popularity
education
student
acceptance
educator
instruction
Feedback
teacher
interaction

Cite this

de Byl, P., & Hooper, J. (2013). Key attributes of engagement in a gamified learning environment. In H. Carter, M. Gosper, & J. Hedberg (Eds.), Electric dreams: 30th ascilite conference proceedings 2013 (pp. 221-230). Sydney: Macquarie University.
de Byl, Penny ; Hooper, James. / Key attributes of engagement in a gamified learning environment. Electric dreams: 30th ascilite conference proceedings 2013. editor / H Carter ; M Gosper ; J Hedberg. Sydney : Macquarie University, 2013. pp. 221-230
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de Byl, P & Hooper, J 2013, Key attributes of engagement in a gamified learning environment. in H Carter, M Gosper & J Hedberg (eds), Electric dreams: 30th ascilite conference proceedings 2013. Macquarie University, Sydney, pp. 221-230, 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013, Sydney, Australia, 1/12/13.

Key attributes of engagement in a gamified learning environment. / de Byl, Penny; Hooper, James.

Electric dreams: 30th ascilite conference proceedings 2013. ed. / H Carter; M Gosper; J Hedberg. Sydney : Macquarie University, 2013. p. 221-230.

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review

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de Byl P, Hooper J. Key attributes of engagement in a gamified learning environment. In Carter H, Gosper M, Hedberg J, editors, Electric dreams: 30th ascilite conference proceedings 2013. Sydney: Macquarie University. 2013. p. 221-230