Affluent Gaming Experience Could Fail Gamification in Education: A Review
The presence of gaming natives has drawn our concern on their response to gamification in education and effect of gamified learning material. This study intends to critically review pitfalls and criticism of gamification in education, particularly on the evil side of simplification, essence of hedon...
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2017
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my.utm.811422019-07-24T03:34:47Z http://eprints.utm.my/id/eprint/81142/ Affluent Gaming Experience Could Fail Gamification in Education: A Review Chee, C. M. Wong, D. H. T. L Education (General) The presence of gaming natives has drawn our concern on their response to gamification in education and effect of gamified learning material. This study intends to critically review pitfalls and criticism of gamification in education, particularly on the evil side of simplification, essence of hedonic feelings of game, and effect on learning motivation for the purpose of shedding light on how to enhance its existing engagement model. In addition, this paper also pinpoints common fallacy of pursuing gamification among educators and practitioners and challenges faced by gamification designers. Throughout the review, it is suspected that affluent gaming experience could dampen the effectiveness of gamification and future research endeavour is called for validating such effect. Taylor & Francis Ltd. 2017 Article PeerReviewed Chee, C. M. and Wong, D. H. T. (2017) Affluent Gaming Experience Could Fail Gamification in Education: A Review. IETE Technical Review (Institution of Electronics and Telecommunication Engineers, India), 34 (6). pp. 593-597. ISSN 0256-4602 http://dx.doi.org/10.1080/02564602.2017.1315965 DOI:10.1080/02564602.2017.1315965 |
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The presence of gaming natives has drawn our concern on their response to gamification in education and effect of gamified learning material. This study intends to critically review pitfalls and criticism of gamification in education, particularly on the evil side of simplification, essence of hedonic feelings of game, and effect on learning motivation for the purpose of shedding light on how to enhance its existing engagement model. In addition, this paper also pinpoints common fallacy of pursuing gamification among educators and practitioners and challenges faced by gamification designers. Throughout the review, it is suspected that affluent gaming experience could dampen the effectiveness of gamification and future research endeavour is called for validating such effect. |
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Article |
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Chee, C. M. Wong, D. H. T. |
author_facet |
Chee, C. M. Wong, D. H. T. |
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Chee, C. M. |
title |
Affluent Gaming Experience Could Fail Gamification in Education: A Review |
title_short |
Affluent Gaming Experience Could Fail Gamification in Education: A Review |
title_full |
Affluent Gaming Experience Could Fail Gamification in Education: A Review |
title_fullStr |
Affluent Gaming Experience Could Fail Gamification in Education: A Review |
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Affluent Gaming Experience Could Fail Gamification in Education: A Review |
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affluent gaming experience could fail gamification in education: a review |
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Taylor & Francis Ltd. |
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2017 |
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http://eprints.utm.my/id/eprint/81142/ http://dx.doi.org/10.1080/02564602.2017.1315965 |
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