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28 April 2023

Development of Students’ Skills through Gamification and Serious Games: An Exploratory Study

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and
1
Institute for Technological Development and Innovation in Communications (IDeTIC), Universidad de Las Palmas de Gran Canaria, 35001 Las Palmas de Gran Canaria, Spain
2
Department of Psychology and Anthropology, Universidad de Extremadura, 06006 Badajoz, Spain
3
Department of Psychology Sociology and Social Works, Universidad de Las Palmas de Gran Canaria, 35001 Las Palmas de Gran Canaria, Spain
*
Author to whom correspondence should be addressed.
Appl. Sci.2023, 13(9), 5495;https://doi.org/10.3390/app13095495
This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education
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Abstract

Currently, technological development is making its way into education through the increasing integration of new technologies into teaching. In this context, gamification emerges as one of the ways to incorporate the pedagogical process into the digital world, creating the need to encourage both the digital skills of educators and students. The objective of this work is to shed light on the growing use of technology-based teaching methods and encourage their integration into educational practice from the teacher’s point of view. This work specifically analyses the European Framework for Digital Competence of Educators, relates the different digital competences defined to a series of localized educational solutions, and proposes a direct relationship between different gamification tools and serious games. Based on the review carried out, this study highlights a profound change in the educational process that involves digitization and the use of new technologies to optimize learning, as well as the training needs of teaching staff and the development of educational solutions that take into account the different digital competences.

1. Introduction

Before the COVID-19 pandemic, the impact of digital transformation on education and training was much more limited. The pandemic has revealed a series of challenges for education and training systems related to digital skills. These include the digital skills of institutions linked to education and training, the training of teachers, and the general levels of digital skills and competences among citizens. According to a 2018 study by the Organization for Economic Cooperation and Development (OECD), less than 40% of educators across the European Union (EU) consider themselves prepared to use digital technologies in teaching, with significant variations between the different countries within the EU []. For their part, more than a third of young people between the ages of 13 and 14 who participated in the 2018 International Computer and Information Literacy Study (ICILS) did not possess the most basic level of digital skills.
In this sense, the pandemic has accelerated the trend towards online and hybrid learning, leading to the discovery of innovative ways for educators and students to organize their teaching and learning activities and interact in a more personalized and flexible way online. These changes require a strong and coordinated effort at the EU level to support education and training systems in meeting these challenges, while presenting a long-term vision for the future of digital education in Europe.
The renewed EU Digital Education Action Plan, in relation to the one presented by the European Commission in 2018 [], has among its objectives the execution of the Commission’s priority of “a Europe adapted to the digital age” with the support of NextGeneration EU funds. It also supports the Recovery and Resilience Facility, which aims to create a greener, more digital, and more resilient European Union. In this sense, the Digital Education Action Plan is a key factor in achieving the goal of creating a European Education Area by 2025 [].
This work aims to shed light on and promote the integration of technology into education from the teacher’s point of view. After analyzing the European Framework for Digital Competence of Educators (DigCompEdu), it intends to link the defined digital competences in the framework with specific educational solutions and propose the use of available resources in terms of gamification tools and serious games.

3. Methodology

Given the heterogeneity and large number of digital resources currently available, in order to carry out our analysis in which we intend to relate a series of solutions to the different digital competences defined in the European Framework DigCompEdu, a systematic and delimited search of different serious games and gamification tools has been carried out. To do this, we used the Google Academic document search engine and based our search on different terms such as “gamification”, “gamification tools”, and “serious games”. The inclusion and exclusion criteria of the different solutions that we located were based on aspects such as their popularity and rating (cases such as Kahoot, Minecraft, or Zoom), due to their repeated appearance in the different related works analysed in this study, and the source they come from, such as technological experts, for example Google and Microsoft (Interland and Microsoft Teams applications, respectively), as well as their availability at the time of the search. Subsequently, with each of the located solutions, a classification has been made from the point of view of the use that they can provide educators and the potential that each one offers in the process of knowledge transmission.
To carry out the proposed analysis, this work proposes an initial classification into two categories. A first type has been defined, which we have called “serious games”. This includes those games that offer specific training in a predetermined field or theme. Specifically, we have understood serious games as digital solutions (or, in other words, specific and closed “products”) whose purpose is to achieve certain educational objectives that go beyond mere user entertainment. On the other hand, solutions in which educators themselves define the content of the resources have been classified as “gamification tools”. In this sense, the search for and classification of what we have called gamification tools focuses on locating design solutions, more or less technical, of the serious game itself (also known as gameful design). In any case, it should be noted that some of the serious games that appear in the classifications can also be considered gamification tools due to their characteristics, as they can be conceived both as a tool for creating games and as already implemented solutions. This is the case, for example, of Minecraft: Education Edition, which can be found in both “gamification tool” and “serious game” formats.

3.1. Serious Games

Based on the study conducted by Area [], which was based on the types of digital resources and materials, applications, or software with pedagogical intention. Table 2 is presented, which includes a classification of located games and tools, totalling 37. The different types of resources that have been considered are tutorials (T1), interactive exercises (T2), guided problem-solving environments (T3), virtual environments for free exploration (T4), software for the production and dissemination of information (T5), and resources for communication and self-learning (T6). Additionally, information is provided on the theme, usefulness, or scope of application of the game or gamification tool. With regard to adaptability, it is a characteristic that indicates whether the game or gamification tool offers or can offer rewards or punishments that influence the student’s progress, if different paths can be taken with different consequences, or if it is developed by levels that adapt to the player’s responses. The opposite case, that of a non-adaptive solution, is one that would be based on a standard battery of non-varying questions/tests. Other classifications are also shown in the table, such as user ratings of the games, availability, and use (individual/multiplayer). Regarding use, we refer to multiplayer when the learner can use the tool at the same time with different students and/or when the students can form teams or compete against each other, and individual when this is not possible.
Table 2. Classification of serious games located based on the type of educational resource.
Next, Table 2 presents the list of localized serious games, classified according to the type of educational resource implemented. In order to facilitate access to the located resources, the references included in Table 2 direct the reader to each of the sources where they can be found.

3.2. Gamification Tools

Consistent with the above, in Table 3 the list of localized gamification tools is presented. In this case, the themes have been categorized into three different types depending on the usefulness that educators can derive from them, namely, content creator, behaviour manager, and evaluation tool. In this case, the “Adaptability” column refers to the ability of the educator or developer to create learning products that, while being used, allow the content to be adapted according to the user’s responses and/or facilitate the use of prizes, rewards, and punishments that have consequences on the student’s development. In order to facilitate access to the located resources, the references included in Table 3 direct the reader to each of the sources where they can be found.
Table 3. Classification of gamification tools located based on the type of educational resource.
As can be seen, the number of localized tools is more numerous than the number of serious games. The type of resource assigned to each serious game or gamification tool has been considered the main and most representative type. In those cases where more than one type of resource can be considered in the same game or tool, they have been listed in order of importance.
In relation to Table 2 and Table 3, there are a series of instruments that, although they do not have the same objective as the previous tools and games, can be helpful in developing the competencies of the European Framework for Educators and can serve as support for promoting them. These are a series of instruments mainly intended for communication or other related aspects, such as accessibility and inclusion, which are also interesting for teaching purposes. Among them, Zoom Meeting, Google Meet, Microsoft Teams, GoToMeeting, and Cisco WebEx Teams are some of the most commonly used tools for video conferencing communication [,]. On the other hand, Google offers communication tools aimed at accessibility and inclusion, such as TalkBack or the Android Accessibility Suite [].

4. Development of DigCompEdu through Serious Games and Gamification Tools

Generally speaking, the range of games analysed and described in Table 2 can aid in the development of digital competencies of both citizens and educators. In the case of the tools that we have defined as gamification tools, the same does not apply, as these would be exclusively or at least specifically intended for teachers’ use.
Given the close relationship between serious games and gamification tools, and the interesting prospects that both have from the perspective of their use in the field of education, Table 4 shows the relationship between the DigCompEdu competencies described in Table 1 and the different examples of games and gamification tools located in this work (see Table 2 and Table 3) that could be used to develop these competencies.
Table 4. Relationship between the competencies of DigCompEdu and the games and tools located in this work.
To create Table 4, the assignment of each competency to each game/tool was carried out through an individual review of each case of serious games and gamification tools, paying attention to their themes, characteristics, and objectives, and relating them to the different competencies. As can be seen in Table 4, some competencies such as A1 C4 or A2 C1 can be developed through the use of any of the analysed games or gamification tools, regardless of their intentionality. This is the case, for example, with competency A1 C4 (continuing professional development), which is described as the use of digital sources and resources for professional development and which, by its nature, can be developed using any of them.

5. Discussion

Technology is causing a revolution in human life, to the point of creating a need to integrate it into any field in which we operate, at all levels, in order to greater efficiency and competitiveness. Given the growing interest in the progressive rise of new technologies, there has been a significant increase in the number of resources invested and in recent years regarding their integration into the educational process. In the field of education, new technologies and resources, their functions, their almost unlimited possibilities, their rapid creation, and the needs of all users and organizations, among others, make it possible for concepts such as gamification and digital competence training to occupy an important place among the challenges of current society. These challenges have been gaining weight and importance progressively in the last decade, but have been particularly influenced by events such as the global COVID-19 pandemic. The pandemic has alerted professionals from all sectors to the need to enhance the use of technology and, specifically in the field of education, the need to introduce a new pedagogical methodology focused on the use of digital resources.
In this context, the European Frameworks on Digital Competences (DigComp, DigCompEdu, DigCompOrg, and OpenEdu), defined by the EC for the first time in 2013, have gained an important place in the plans of anyone who wants to be part of the technological update in education, since they have offered clear and concise guidelines on which aspects should be developed for this purpose. Currently, gamification and serious games are presented as a possible solution for the development of the competences that educators and students must acquire.
Gamification tools provide the possibility of creating as many products (serious games) as the user has ideas. As mentioned, gamification tools, unlike serious games, allow the teacher to develop their competencies and, at the same time, design the game according to their needs. Serious games, on the other hand, allow the teacher to develop students’ digital competencies in a more limited and predetermined way. In this sense, this work has sought to emphasize gamification tools due to their special potential from the perspective of developing teaching skills. On the other hand, the topics covered by these resources are very broad, ranging from technical to conceptual aspects, allowing for the development of users’ skills. In addition, their use is also diverse, as both individual and collective solutions can be found. Another relevant aspect is availability, as not all of them are free. However, the definitions, characteristics, and types that revolve around gamification, as with serious games, are not clear in the existing literature.

5.1. Digital Resources Analysed

After an analysis of the current landscape, it seems clear that both serious games and gamification tools are some of the most important strategies currently available to digitalize the teaching–learning process. In this sense, in order to facilitate a clear identification of each of the solutions located in this work, taking into account the resources and usefulness that they can provide for the teacher, a classification of the gamification tools and serious games located has been carried out, which can be consulted in Table 2 and Table 3. In addition, in this work, a list of serious games and gamification tools is presented and each of them is related to specific digital competencies defined within the European Framework DigCompEdu reflected in Table 4. Altogether, 24 gamification tools and 13 serious games have been located and analysed.
An example of an interesting gamification tool and serious game that has been discussed in this work is Minecraft: Education Edition. In this case, users (teachers, in the case at hand) are allowed to use it as a gamification tool to create a “virtual world” based on their own rules. At the same time, it offers various worlds that other users have already created and that may be of interest to the person searching for them, covering all kinds of subjects, including the digital competencies of the different frameworks.
As seen in the project carried out with this same resource in the background section, the results are very positive. However, it would be interesting to carry out a case study in which exhaustive, concrete, and experimental data are obtained to carefully analyse its functionality and other relevant aspects such as the benefits, disadvantages, and difficulties that may arise when using this type of resource.
From the 24 gamification tools analysed in our search, Figure 1 shows the percentage of tools assigned to each of the types of educational resources identified and defined in Section 3. As can be seen in Figure 1, the majority of the gamification tools are of three specific types: “Interactive exercises” (T2) with 41.67% of cases, followed by “Software for production and dissemination of information” (T5) with 33.33%, and finally “Resources for communication and self-learning” (T6) with 20.83% of the located tools. There is a minority fourth group, “Virtual environments for free exploration” (T4), which accounts for only 4.17% of the total. In this sense, there is a clear lack of gamification tools related to types that focus on the development of digital skills in guided problem-solving environments and tutorials (types T3 and T1, respectively). Moreover, in our search, no gamification tool was found that primarily and centrally develops the T1 type; however, this does not mean that this type of resource cannot be present secondarily or collaterally in certain gamification tools, as is the case, for example, with the Mentimeter tool.
Figure 1. Balance of the gamification tools located based on the type of educational resource.
In Figure 2, the percentage of serious games assigned to each of the identified and defined educational resource types in Section 3 is shown. In this case, it can be seen that two large groups stand out, “Interactive exercises” (T2) and “Virtual environments for free exploration” (T4), whose percentage is 38.46% in both cases. The third group that follows them, “Guided problem-solving environments” (T3), accounts for 23.08% of the total. As in the case of gamification tools, there is a lack of some of the types, specifically types T1, T5, and T6.
Figure 2. Balance of the serious games located based on the type of educational resource.
Furthermore, gamification as an educational strategy can still be considered to be in development, and this could be one of the reasons why we still do not find a great variety in certain types of gamification tools and serious games.

5.2. Other Relevant Features

Another aspect analyzed in this work is the characteristic defined as ‘Adaptability’ (the ability to automatically adapt the digital educational resource to the user’s level), which some gamification tools may present indirectly, and which serious games may demonstrate directly. Figure 3 shows the three main types of educational solutions identified in this work: gamification tools, serious games, and support tools. For each group, the number of localized solutions classified according to their adaptability or non-adaptability is shown. As can be seen, most solutions located in this work do not have this characteristic, specifically, 72.97% of them do not automatically adapt to the level that the user needs. However, this characteristic can provide multiple benefits to teaching, as it allows not only the identification of the level at which the students are, the most frequent errors, and the strengths, but also offers individual and adjusted development and progress. Advancing in the development of adaptive tools and games is presented as a task of special interest in the educational field.
Figure 3. Balance of located gamification resources considering their adaptability capacity.
An interesting dilemma regarding the possibilities presented to education professionals is identifying which option would be more interesting when presented to learners and obtaining certain results from them. A first option could be to use a single game/tool that covers all the pedagogical and educational needs of teaching practice. A second option would be to intersperse and/or complement several of them to achieve the development of a specific competency. In this sense, there does not seem to be a single or clear position. To date, few studies have focused on shedding light on this matter. In any case, considering the current needs and analysed solutions, it could be more interesting for teachers to complement several tools or games, ensuring sustained attention and motivation over time. It would not be advisable to use too many, as this could generate frustration and uncertainty in students who must know the entire repertoire to make efficient use of them. It would be interesting and necessary to conduct a detailed analysis on this matter, given the increasing prevalence of these educational solutions in classrooms.
From the perspective of educational institutions, organizations, and/or education professionals, the efforts invested in gamification resources, and particularly in so-called gamification tools—due to their potential use for teachers—appear as a promising solution for the development of new educational models based on digitization. However, it is clear that for these elements to be effectively incorporated into education, it is necessary for teachers to have adopted and integrated these techniques into their pedagogical practice, and the best option for this is to use these gamification instruments first, to practice and try them out. The advancement of technologies in education does not seem to stagnate, and every day new and diverse paths, strategies, and tools emerge to ensure that both teachers and students acquire not only the digital competencies necessary for modern life, but also specific knowledge based on the use of these tools.
Implications to theory and practice and threats to validity: This article is part of a preliminary study and, as a first approach, it presents certain limitations to theory and practice. Regarding the threats to its validity, we want to clarify that the work focuses on digital resources currently used in pedagogical practice. However, it is important to keep in mind that over time, the characteristics and tools of gamification or serious games may change.

6. Conclusions

In this work, we have carried out a search for a set of gamification and serious game tools and have conducted an analysis to relate them to the different digital competencies defined in the European Framework for Digital Competence for Educators.
After analysing a series of digital solutions that can be integrated into pedagogical practice, taking into account the various aspects and possibilities of them, gamification tools have been identified as resources of particular interest to promote the digital competencies of educators, due to their creativity and innovative capacity from the teaching point of view. Serious games, as a communication channel with students, offer an effective method for the transfer of specific knowledge, both in digital competencies and in any other topics. In this sense, this work proposes a direct relationship between gamification tools and serious games.
Based on the analysis carried out on the different located solutions, the need to create tools and games with a greater diversity of typologies is advocated. Likewise, a relevant and unusual feature in this type of solution is adaptability. Well implemented, it allows both the teacher and the student to obtain better learning results, as well as making the practice of educators more motivating and effective. In any case, to confirm the validity of this type of approach, a thorough study of its characteristics compared to those of non-adaptive and more widespread digital solutions is necessary.
Another aspect to consider regarding the digitization of education is the importance of teachers learning and knowing these tools and games properly to transmit knowledge to students, choosing a path that is rich in terms of the solutions used. Among others, it remains to be seen the extent to which the results obtained from various resources for a particular competence can be more efficient than a single digital solution.
In general terms, the results reflect a profound change in the teaching–learning process that is still under development. The need to continue researching and investing resources in what could be the solution for innovative, efficient, and motivating education is also reflected.

Author Contributions

Conceptualization; S.B.-P., J.B.A.-H. and J.J.C.-S.; methodology, J.B.A.-H., S.B.-P. and M.J.R.-M.; software, N/A; validation, S.B.-P. and J.B.A.-H.; formal analysis, S.B.-P. and M.L.B.-P.; investigation, M.L.B.-P. and S.B.-P.; resources, J.J.C.-S. and S.B.-P.; data curation, S.B.-P. and J.B.A.-H.; writing—original draft preparation, S.B.-P., M.L.B.-P. and J.B.A.-H.; writing—review and editing, J.B.A.-H. and J.J.C.-S.; visualization, J.B.A.-H.; supervision, J.B.A.-H., J.J.C.-S. and M.J.R.-M.; project administration, J.B.A.-H. and J.J.C.-S.; funding acquisition, J.B.A.-H. and J.J.C.-S. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Data Availability Statement

Not applicable.

Conflicts of Interest

The authors declare no conflict of interest.

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