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Informatics 2019, 6(1), 9; https://doi.org/10.3390/informatics6010009

Using Malone’s Theoretical Model on Gamification for Designing Educational Rubrics

Department of Didactics and Educational Theory, Research Group: Educational Research for the Transformation of Education (GICE-UAM), Universidad Autónoma de Madrid, Madrid 28049, Spain
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Received: 28 January 2019 / Revised: 19 February 2019 / Accepted: 27 February 2019 / Published: 4 March 2019
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Abstract

How could a structured proposal for an evaluation rubric benefit from assessing and including the organizational variables used when one of the first definitions of gamification related to game theory was established by Thomas W. Malone in 1980? By studying the importance and current validity of Malone’s corollaries on his article What makes things fun to Learn? this work covers all different characteristics of the concepts once used to define the term “gamification.” Based on the results of this analysis, we will propose different evaluation concepts that will be assessed and included in a qualitative proposal for an evaluation rubric, with the ultimate goal of including a holistic approach to all different aspects related to evaluation for active methodologies in a secondary education environment. View Full-Text
Keywords: gamification; active methodologies; secondary education; evaluation rubric; evaluation criteria; Thomas W. Malone; game; design; Sebastian Deterding; Nick Pelling gamification; active methodologies; secondary education; evaluation rubric; evaluation criteria; Thomas W. Malone; game; design; Sebastian Deterding; Nick Pelling
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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Corona Martínez, D.; Real García, J.J. Using Malone’s Theoretical Model on Gamification for Designing Educational Rubrics. Informatics 2019, 6, 9.

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