Gamification strategies as formative assessment methods. A systematic review
Resumo
This article aims to deepen the analysis of gamification strategies as an appropriate method to offer feedback in the form of formative assessment for elementary school students (K-12). Although gamification strategies have been crucial in the last decade, studies do not discriminate between game elements, such as leaderboards, levels, rankings, etc. For this reason, this study focuses specifically on one of them: awarding badges to learn more about effects. Beyond its potential, incorporating these practices also supposes a significant challenge: the need for evaluation that formal education systems demand. Based on these topics, a systematic review of the literature covering the period of 2011 to 2020 is proposed, specifically delving into the link between gamification strategies in formal education environments and the implementation of formative assessment techniques through gamification by badges.
Palavras-chave:
gamification, badges, formative assessment, motivation
Referências
Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are badges useful in education? It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61(2), 217–232. Retrieved July 14, 2023, from https://www-jstor-org.proxy.timbo.org.uy/stable/24546520
Auvinen, T., Hakulinen, L., & Malmi, L. (2015). Increasing students' awareness of their behavior in online learning environments with visualizations and achievement badges. IEEE Transactions on Learning Technologies, 8(3), 261-273.
Chu, M.-W., & Fowler, T. A. (2020). Gamification of formative feedback in language arts and mathematics classrooms: application of the learning error and formative feedback (LEAFF) Model. International Journal of Game-Based Learning (IJGBL), 10(1), 1–18.
Conforto, E. C., Amaral, D. C., & Silva, S. L. da. (2011). Roteiro para revisão bibliográfica sistemática: aplicação no desenvolvimento de produtos e gerenciamento de projetos.
Deci, E. L., & Ryan, R. M. (2010). Self-determination. The Corsini Encyclopedia of Psychology, 1–2.
Deterding, S. (2011). Situated motivational affordances of game elements: A conceptual model. Gamification: Using Game Design Elements in Non-Gaming Contexts, a Workshop at CHI, 10 (1979742.1979575).
Garcia-Iruela, M., & Hijón-Neira, R. (2020). What Perception Do Students Have About the Gamification Elements? IEEE Access, 8, 134386–134392.
Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education and Information Technologies, 20(2), 403–410.
Giessen, H. W. (2015). Serious Games Effects: an overview. procedia - social and behavioral sciences, 174, 2240–2244. Retrieved July 14, 2023, from https://doi.org/10.1016/j.sbspro.2015.01.881
Glover, I. (2013). Play as you learn: gamification as a technique for motivating learners. Edmedia+ Innovate Learning, 1999–2008.
Hamari, J., & Eranti, V. (2011). Framework for Designing and Evaluating Game Achievements. In Digra conference (Vol. 10, p. 9966).
Hamari, J., & Koivisto, J. (2013). Social motivations to use gamification: an empirical study of gamifying exercise.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences (pp. 3025 - 3034).
Hamari, J. (2017). Do badges increase user activity? A field experiment on the effects of gamification. Computers in Human Behavior, 71, 469–478.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. Retrieved July 14, 2023, from http://www.jstor.org/stable/4624888
Klock, A. C. T., da Cunha, L. F., & Gasparini, I. (2015). Um modelo conceitual para a gamificação de Ambientes Virtuais de Aprendizagem. RENOTE, 13(1).
Klock, A. C. T. (2018). Mapeamentos e revisões sistemáticos da literatura: um guia teórico e prático. Cadernos de Informática, 10(1), 1–9.
Klock, A. C. T., Gasparini, I., Pimenta, M. S., & Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies, 144, 102495.
Ryan, R., & Deci, E. L. (2000). La Teoría de la Autodeterminación y la Facilitación de la Motivación Intrínseca, el Desarrollo Social, y el Bienestar. American Psychologist, 55(1), 68–78.
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. Retrieved July 14, 2023, from https://doi.org/10.1016/j.chb.2016.12.033
Terras, M. M., & Boyle, E. A. (2019). Integrating games as a means to develop e-learning: Insights from a psychological perspective. British Journal of Educational Technology, 50(3), 1049–1059.
Petersen, K., Vakkalanka, S., & Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, 64, 1–18.
Van Roy, R., Deterding, S., & Zaman, B. (2019). Collecting Pokémon or receiving rewards? How people functionalise badges in gamified online learning environments in the wild. International Journal of Human-Computer Studies, 127, 62–80. Retrieved July 14, 2023, from https://www.doi.org/10.1016/j.ijhcs.2018.09.003
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton digital press.
Auvinen, T., Hakulinen, L., & Malmi, L. (2015). Increasing students' awareness of their behavior in online learning environments with visualizations and achievement badges. IEEE Transactions on Learning Technologies, 8(3), 261-273.
Chu, M.-W., & Fowler, T. A. (2020). Gamification of formative feedback in language arts and mathematics classrooms: application of the learning error and formative feedback (LEAFF) Model. International Journal of Game-Based Learning (IJGBL), 10(1), 1–18.
Conforto, E. C., Amaral, D. C., & Silva, S. L. da. (2011). Roteiro para revisão bibliográfica sistemática: aplicação no desenvolvimento de produtos e gerenciamento de projetos.
Deci, E. L., & Ryan, R. M. (2010). Self-determination. The Corsini Encyclopedia of Psychology, 1–2.
Deterding, S. (2011). Situated motivational affordances of game elements: A conceptual model. Gamification: Using Game Design Elements in Non-Gaming Contexts, a Workshop at CHI, 10 (1979742.1979575).
Garcia-Iruela, M., & Hijón-Neira, R. (2020). What Perception Do Students Have About the Gamification Elements? IEEE Access, 8, 134386–134392.
Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education and Information Technologies, 20(2), 403–410.
Giessen, H. W. (2015). Serious Games Effects: an overview. procedia - social and behavioral sciences, 174, 2240–2244. Retrieved July 14, 2023, from https://doi.org/10.1016/j.sbspro.2015.01.881
Glover, I. (2013). Play as you learn: gamification as a technique for motivating learners. Edmedia+ Innovate Learning, 1999–2008.
Hamari, J., & Eranti, V. (2011). Framework for Designing and Evaluating Game Achievements. In Digra conference (Vol. 10, p. 9966).
Hamari, J., & Koivisto, J. (2013). Social motivations to use gamification: an empirical study of gamifying exercise.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences (pp. 3025 - 3034).
Hamari, J. (2017). Do badges increase user activity? A field experiment on the effects of gamification. Computers in Human Behavior, 71, 469–478.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. Retrieved July 14, 2023, from http://www.jstor.org/stable/4624888
Klock, A. C. T., da Cunha, L. F., & Gasparini, I. (2015). Um modelo conceitual para a gamificação de Ambientes Virtuais de Aprendizagem. RENOTE, 13(1).
Klock, A. C. T. (2018). Mapeamentos e revisões sistemáticos da literatura: um guia teórico e prático. Cadernos de Informática, 10(1), 1–9.
Klock, A. C. T., Gasparini, I., Pimenta, M. S., & Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies, 144, 102495.
Ryan, R., & Deci, E. L. (2000). La Teoría de la Autodeterminación y la Facilitación de la Motivación Intrínseca, el Desarrollo Social, y el Bienestar. American Psychologist, 55(1), 68–78.
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. Retrieved July 14, 2023, from https://doi.org/10.1016/j.chb.2016.12.033
Terras, M. M., & Boyle, E. A. (2019). Integrating games as a means to develop e-learning: Insights from a psychological perspective. British Journal of Educational Technology, 50(3), 1049–1059.
Petersen, K., Vakkalanka, S., & Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, 64, 1–18.
Van Roy, R., Deterding, S., & Zaman, B. (2019). Collecting Pokémon or receiving rewards? How people functionalise badges in gamified online learning environments in the wild. International Journal of Human-Computer Studies, 127, 62–80. Retrieved July 14, 2023, from https://www.doi.org/10.1016/j.ijhcs.2018.09.003
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton digital press.
Publicado
06/11/2023
Como Citar
LARROSA, Manuel; WIVES, Leandro; RODÉS, Virginia.
Gamification strategies as formative assessment methods. A systematic review. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 851-862.
DOI: https://doi.org/10.5753/sbie.2023.235052.
