Mobile Gamification in Education Engage, Educate and Entertain via Gamified Mobile Apps
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Ferial Khaddage1, Christoph Lattemann2, Ricardo Acosta-Díaz3 Deakin University School of IT, Australia, 2 Jacob University, Economics Department, Germany 3 Faculty of Telematics, University of Colima Mexico
[email protected] [email protected] [email protected] Abstract: Digital games are very popular amongst the digital natives; they use them for entertainment engagement, enjoyment and fun. With the emergence of the internet and mobile apps edutainment and gamification is also becoming increasingly important in the educational sector. With the rapid development of mobile technologies and applications, games are now entering a new era where their purpose is no longer for entertaining only but also for educating and informing. Games can offer interactive learning activities and tasks that can foster collaboration and creativity. Drawing on the experience of gamification, this explorative paper examines key strategies by which instructors can introduce interactive mobile game elements to the classroom in ways that are simple and engaging.
Introduction Currently a growing number of educational institutions are experimenting with game integration via mobile apps for teaching and learning, (Zichermann and Cunningham 2011; Kranz et al. 2013; Khaddage and Knezek 2011, Khaddage and Knezek 2012, Lattemann and Khaddage 2013), and recently there has been increased attention surrounding gamification as a method for providing interactive and exciting contents to learners. Gaming and social and mobile media are changing our environment and the way we do and perform tasks. These three elements are very powerful in today’s society and they can be merged and integrated together to provide affective and powerful gamified learning environment in a mobile setting, and they can be an added opportunity to teaching and learning at all levels. Businesses have largely embraced gamification to design work incentive programs combined with mobile apps that engage employees through rewards and badges. Although still in its early stages, gamification in education is gaining further support among researchers and educators who recognize that games stimulate productivity and creative inquiry among learners (Johnson et al, 2013; Khaddage and Knezek 2012). Already today, people of all ages do use some form of gamification on their mobile devices to improve their lives in different domains such as health, business, entertainment etc. What is stopping us from using it in educational settings to improve students’ outcome? In this paper we discussed and explained gamification and examined key strategies by which gamification via mobile app could be applied, and how a teacher can introduce interactive mobile game elements to the classroom via a mobile app in ways that are simple, creative, engaging and exciting. Drawing on recent experiences of gamification in education this paper examines - in an explorative way - key strategies by which instructors can introduce interactive mobile game elements to the classroom in ways that are challenging. This paper proceeds as follows. After this introduction we present related scientific works on edutainment, gamification and mobile apps. We further present some existing tools of mobile app gamifications for exemplification. We then discuss key functions of gamification and elements in mobile educational environments which may serve these functions. This paper ends with concluding remarks.
Related work One key approach for bringing entertainment and education together is described by the term
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“edutainment”. Education through entertainment has been around for almost a decade and is still considered important (Lepouras and Vassilakis 2004). “Edutainment” is a hybrid genre that relies heavily on visual material, on narrative or game-like formats, and on more informal, less didactic styles of address (Buckingham and Scanlon 2000). “The purpose of edutainment is to attract and hold the attention of the learners by engaging their emotions through a computer monitor full of vividly colored animations.” (Okan 2003, p. 255). Squire and Jenkins (2003) describe how different games support the learning process. Gamification via mobile apps is a quite new and unique approach that combines educational games and mobile apps to create a gamified teaching environment that is fun, creative, exciting, engaging and challenging (Khaddage, F. & Dias R. 2013 in press). Gamification is used in several different contexts, mostly in business and marketing. Any application, task, process or context can theoretically be gamified. Gamification’s main goal is, like edutainment, to increase the motivation of users by using game-like techniques (Vassileva 2012; Shneiderman, 2004; Flatla et al., 2011) and making people feel more involved when engaging with tasks (Pavlus, 2010). Following Deterding et al.’s (2011) definition, gamification is the use of game-play mechanics for nongame applications. Thus, game-elements are used in a context where they are usually not expected, however, this expectation depends on social, historical and cultural aspects. Consequently, there is not the non-game context, but – depending on the target group – players will expect game elements or not. Recently, there has been increased attention around gamification as a method for providing interactive, creative and exciting content to learners. Currently a growing number of educational institutions are experimenting with game integration (gamification) via mobile apps for teaching and learning (Zichermann and Cunningham 2011; Kranz et al. 2013; Khaddage and Knezek 2011, Khaddage and Knezek 2012). Models are provided which describe how to use gamification in a mobile environment to improve the learning process among students (Kapp 2012). Vassileva (2012) argues that gamification leads to short motivation only. Thus, to avoid players’ short motivation they have to enjoy the activity. This means that a game has to give experiences of competence, autonomy, and relatedness to the players. In this respect, Nicholson (2012) introduces the term meaningful gamification and put the user in the center of the design of applications by selecting such elements that contribute the player’s motivation. Meaningful gamification “is the integration of user-centered game design elements into non-game context” (Nicholson, 2012, p.5). This user-centered approach stands in contrast to von Ahn and Dabbish’s (2008) mechanism-centered perspective. In line with Xu (2011) they focus on the task and exercises within the game design to incorporating game elements into work activities. Whatever approach is selected, gameful interaction design “defines the structure and behaviors of interactive products and services, and the user interaction with those products and services”, to achieve a change in the behavior of their users (Xu, 2011, P.20). Game design elements should be meaningful to the user and result in positive change in the user’s mind and should not be integrated into the game without any relation to the learner’s environment (Nicholson 2012). Games have a desired outcome and are “structured by rules and competitive strife towards a goal” (Deterding et al. 2011, p11). Steele (2013) identified gamification as a technique of applying game elements to drive users to perform a desired action to reach certain goal. “If you build it, they will come… just so long as you make it fun” (Steele 2013). Hence, game design has to accumulate “a number of patterns, rules, and feedback loops that are motivational, and create user engagement and loyalty” (Vassileva, 2012, p.8). Even in a recent research report by Flurry (2013) it is stated that in order for a mobile app game to survive, it should be capable of engaging users by hooking them to the task or activity they perform.
Examples of Gamification in Business and Education In recent years, gamification made a successful move in business ecosystems. Some companies have spent money and resources to spread gamification across all business channels, and this is quite obvious in the mobile app environment. Starbucks mobile app is a simple but good example of such approach. The starbucks gamified app is used to reward engaged customers; it incentivizes customers to take certain actions using game approach to compete and earn rewards. It is a very simple app: the more coffee you buy the more rewards you get and the more you fill up your cup. This visual aspect of reaching a goal by filling up the cup motivates users to accomplish the highest level of learning (seen Figure 1).
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Figure 1: Starbucks Gamified Mobile App Many mobile strategies are providing brilliant mobile experiences amongst users in a business context, but how to get the most out of the thriving mobile landscape, and further implement successful mobile game solutions in education that can entice students and drive engagement with their subject matter? How do instructors implement game mechanisms to get students to become more productive, motivated, and engaged? Research and mobile business applications prove that mobile technologies and apps are not just another mean to deliver educational content but rather it can - if properly designed, developed and integrated strengthen students’ engagement and can generate new and creative gamified learning environment that can inspire students and transform education. Several gamified mobile apps can be used and strategies can be adopted by instructors on how to apply and use game mechanics to provide gamified teaching and learning environment via a mobile app and get productive, motivated, creative and engaged students. Currently the majority of educational mobile games target children, from pre-school up to year five. There are also several apps that high school students and undergraduates can gain benefits from by learning via these apps in a gamified learning environment. For instance games such as Flashcard Champion Basic Math for iOS platforms is a good example of learning math via a mobile app; it aims at an age group between (5-11) years from prep to year six. Learners can practice basic mathematic skills such as addition, subtraction, and multiplication by answering questions within a certain time frame. The platform provides a competitive and a challenging atmosphere amongst students and this in turn offers an instant gratification element. It is also highly customizable and students have control in selecting different difficulty levels. Students are able to store and track their high scores. This function adds fun and creates a challenging gamified learning atmosphere. Another example for a gamified mobile learning app is MathLand, a gamified high school math program that was created by Michigan University to help students at risk to succeed in mathematics. This program allows students to level-up based on their completion of allocated tasks activities and exercises. This concept of leveling up triggered a drive to compete amongst students (Ross, 2013). By the end of the third year using MathLand standardized test results show 22% improvements in the overall outcome (Ross, 2013). The Aptitude Test Trainer, another example, is a gamified mobile app that helps students to prepare for aptitude tests. It integrates 700 questions divided into several categories. Students can review questions and read explanation for every answer. Students are able to follow their progress via a ranking chart as shown in figure 2. The “score progression chart” shows a dynamic in which success is granularly displayed and measured through the process of completing tasks and answering questions. Progression is listed as one of the crucial gamification elements that can provide visual feedback on individual student’s progress, as without proper feedback students feel lost and un-engaged.
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Figure 2. Score Progression Chart Recently a newly developed mobile app called CanUHanyu was designed and developed for Chinese language education. The app uses gamified learning to engage students in language learningto display optional pinyin and English meanings. It makes recalling words and meanings enjoyable and fun. The app included interactive games that reinforce vocabulary progressing through six levels of proficiency; with a reward badges chart progress to provide motivation. Before it was released, the app went through a stage of in-class students’ testing and was trialed by hundreds of teachers and primary school students across Australia and the feedback was very positive from both students and teachers. These examples show that the integration of game elements and mechanics into non-game situations and scenarios via mobile apps may empower students to embrace the subject matter.
Functions and Elements in Gamification for Mobile Apps in Education Currently the mobile app sector experiences a fierce competition. There are over one million apps available in the marketplaces and while users may install a quite large number of apps on their devices, they very often tend to use only few and disregard the rest. According to a recent research only 25% of apps survive after only three months (Flurry 2013). Hence, for a useful and sustainable mobile app solution, developers need to know about the key functions and elements of mobile apps. This is also true for gamified mobile learning environments. So far little is known about the effectiveness of these gamification elements in an interactive learning environment via a mobile app. It is still unclear which of these elements are suitable, implementable and effective in a mobile app ecosystem. To fill this research gap, we derive - in a structured way - 10 critical functions for integrating gamification in mobile apps for education (table 1) and identify several gamification elements (table 2 - Björk & Holopainen 2005). No. 1 2 3 4 5 6 7 8 9 10
Functions: The game component should … Create fun and enjoyment Create activity Create competences, improve learning process Create autonomy Create relations among users Create loyalty to the platform/content/provider Create engagement and motivation
Reference: Khaddage, F. & Dias R. 2014, Vassileva 2012; Shneiderman, 2004, Flatla et al., 2011 Vassileva, 2012, Khaddage & Knezek 2012 Squire and Jenkins 2003; Kapp 2012; Xu 2011; Ahn and Dabbish’s 2008 Vassileva 2012 Deterding et al. 2011; Vassileva 2012 Vassileva, 2012
Okan 2003, Khaddage, F. & Dias R. 2013, Vassileva 2012; Shneiderman, 2004, Flatla et al., 2011; Pavlus, 2010, Flury (2013 Create emotions Okan 2003 Be meaningful to users Nicholson (2012) Be goal-oriented Steele (2013) Table 1. 10 Critical Functions for Integrating Gamification in Mobile Apps for Education
Björk & Holopainen, (2005) identified several gamification elements. In table 2 we present the most
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prominent ones and their description of how to apply them. We further list which of the identified functions (table 1) are being served by the gamification element. Gamification Elements a) Functionality levels & Competitive environment b) Scoring systems/ score list/virtual currencies
How to Apply it Create a game like level system with certain goals which have to be achieved by students. The progress and status must be indicated. Functional levels do not only allow to track students’ own progress, but also offer a competitive atmosphere. Bonus points/high scores should be awarded for task completion.
d) Controllers
Student should be able to define their own avatars. The avatars’ characteristics and abilities should be modifiable and upgradeable according to the levels’ challenges. Students should have control of what the user can do after reaching certain level.
e) Community/ Belonging
Users should have the opportunity to contact or interact with one another via chat and instant massaging.
c) Avatars
Related Functions Main Function: (1), (2), (5), (6), (7), (10) Secondary Function: (8), (9),
Main Function: (2), (5), (6), (7), (10) Secondary Function: (1), (8), (9) Main Function: (1), (2), (4), (5), (8), (9) Secondary Function: (6) Main Function: (1), (2), (4), (7), (10) Secondary Function: (9) Main Function: (5), (10), Secondary Function: (1), (2), (4), (5), (8), (9)
Teaching environments should have a Main Function: (6) long term appeal to continuously Secondary Function: (1), (2), generating interest (4), (5), (8), (9) Rewards and badges are central to Main Function: (2), (5), (6), (7), g) Rewards/Badges making sure that users feel there is value (10) to their actions. Secondary Function: (1), (8), (9) To empower users, and to give them Main Function: (4), (9) h) Choices ownership over their choices Secondary Function: (1), (2), (meaningful choices) (4), (6), (7), (8) The educational mobile environment Main Function: (3) should give feedback on progress via Secondary Function: (1), (2), i) Progression/ stats, progress bars or other means, (6), (7), (8), (9), (10) Progress Bar Without proper feedback users feel lost and un-engaged. j) Quests and A list of tasks/projects to be completed in Main Function: (3) Problem Solving order to receive X reward should be Secondary Function: (1), (2), Elements provided. (6), (7), (8), (9), (10) Table 2. Gamification Elements their Application and Related Functions f) Longevity
Table 2 shows that many elements serve the same functions (i.e. creating fun, enjoyment, engagement, activity, motivation etc.). Hence, a simply and sufficient mobile learning platform with gamification does not need all described elements in the beginning. In the basic form of a mobile learning platform with gamification it must be guaranteed that basic functions are covered which guarantee the success of the platform. We believe that the basic game mechanics that are suited to a simple but effective gamifying are (1) problem solving elements, (2) goal and achievement elements and (3) awards and badges (Figure 2).
Figure 2: Gamification via Mobile Apps
Conclusion
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The founder of gamification platform “Badgeville” Kris Duggan (2013) said recently in an interview: "Gamification is not a project...it's a program that gets invested in for the long-term. Those that understand that see the most impactful and meaningful results.” We live in a fast moving and open world that is changing by the minute. We live in a wirelessly connected world, increase distraction and complexity. Our generation is mostly gamers who are being brought up using technologies, digital games and mobile applications and devices. In order to keep them engaged in their learning environment we need to implements to fit their current life style, there need to be more small wins and challenges and rewards along the way, and there should be more ways for them to earn status and badges for recognition that can drive motivation. Educational institutions needs to move forward to catch up with the world, and provide such a learning environment, they need to design and deploy systems methods and strategies that can help students to reach their full potential. Gamification via mobile apps if integrated seamlessly has the power to accomplish that and more. Although some are already ignoring the fact that gamification is affective but their views contradict the reality and what is happening out there in the real world. This paper shows - in an explorative way - which elements and functions are needed to develop a gamified mobile learning app. Instructors can use the listed elements and functions as a checklist for own applications and learning arrangements. Further empirical research is needed to identify statistical relations between gamification elements, functions and user acceptance.
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