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Gamification in Sustainable Education
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Gamification in Sustainable Education

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (1 July 2023) | Viewed by 14920

Special Issue Editors

Prof. Dr. Fezile Özdamlı

E-Mail Website
Guest Editor
Management Information Systems, Near East University, Nicosia 99138, Cyprus
Interests: e-learning; m-learning; gamification; programming languages; teacher training
Special Issues, Collections and Topics in MDPI journals
Dr. Şenay Kocakoyun Aydoǧan

E-Mail Website
Guest Editor
Information Security Technology, Istanbul Gedik University, 34870 Kartal/ Istanbul, Turkey
Interests: gamification; distance education; programming languages; information security; mobile applications
Dr. Damla Karagozlu

E-Mail Website
Guest Editor
Management Information Systems, Cyprus International University, Nicosia 99258, Cyprus
Interests: gamified augmented reality; cloud computing; augmented reality; instructional technology

Special Issue Information

Dear Colleagues,

Individuals and organizations have started to investigate user feedback and the effects they provide to their users with "gamification applications". While the most researched topics related to gamification are seen as feedback, performance, entertainment, emotional benefits, social interaction, they are not limited to these.

The use of gamification applications and elements has increased significantly in recent years, especially in the field of educational sciences. With the COVID-19 pandemic, online education has spread to large masses in order to provide sustainable education.

In order to increase student motivation and interest in the course of the online education process, many researchers have explored gamification applications. Gamified elements such as points, badges, feedback, levels, rewards, challenges, etc., have been used in e-learning.

Gamification enables learning content to be personalized and adapted. In order to provide a sustainable education, gamification applications can be applied both in the classroom and in out-of-class learning activities.

Therefore, the purpose of this Special Issue is to delve deeper into some possible guidelines and solutions for gamification in education. We welcome the contributions of researchers in psychology, education and related fields, whose studies closely examine the impact of gamification integrated into formal–informal learning environments on learners' motivation, user interaction, success, self-confidence, satisfaction and cognitive development. In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Gamification dynamics, aesthetics and mechanics in the learning environment
  • Gamification in professional training
  • Sustainable learning with gamification
  • Gamification and motivation
  • Gamification and enjoyment
  • Practical use cases of gamification in education
  • Gamification in the classroom
  • Gamification in online learning environments
  • Gamification in mobile applications
  • Personalized gamification
  • Self-learning skills with gamification
  • Collaborative learning environments
  • Opportunities and challenging of gamification
  • Designing gamified learning environments
  • Design and evaluation of gamified applications

We look forward to receiving your contributions.

Prof. Dr. Fezile Özdamlı
Dr. Şenay Kocakoyun Aydoǧan
Dr. Damla Karagozlu
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • gamification
  • gamified
  • gamification in education

Published Papers (6 papers)

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Research

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16 pages, 300 KiB  
Article
The Influence of Gamification on High School Students’ Motivation in Geometry Lessons
by Karina Fuentes-Riffo, Pedro Salcedo-Lagos, Cristian Sanhueza-Campos, Pedro Pinacho-Davidson, Miguel Friz-Carrillo, Gabriela Kotz-Grabole and Fabiola Espejo-Burkart
Sustainability 2023, 15(21), 15615; https://doi.org/10.3390/su152115615 - 4 Nov 2023
Cited by 1 | Viewed by 1796
Abstract
The primary aim of this study is to introduce a didactic programme that incorporates gamification in geometry classes for high school students. The purpose of this programme is to boost students’ motivation towards learning. In the present educational scenario, the role of information [...] Read more.
The primary aim of this study is to introduce a didactic programme that incorporates gamification in geometry classes for high school students. The purpose of this programme is to boost students’ motivation towards learning. In the present educational scenario, the role of information and communication technologies (ICT) is paramount. Gamification has the potential to enhance the learning process by integrating game elements into non-game environments. This approach is deemed necessary as emotional factors in teaching may not lead to meaningful learning and improved academic performance. The research methodology employed a mixed approach and a pre-experimental design with pre- and post-test measurements. The sample comprised 45 10th grade students from a subsidised private high school in the Biobío Region of Chile. The study took 10 months and evaluated the factors of motivation, academic achievement, and lexical availability. Results showed a 23% increment in students’ knowledge, as proven by pre- and post-tests. The findings suggest an improvement in students’ perception regarding geometry and a significant improvement in academic performance. Furthermore, it has been confirmed that there is a noteworthy correlation between the group’s overall motivation and their academic performance, supporting gamification as an effective pedagogical strategy. Full article
(This article belongs to the Special Issue Gamification in Sustainable Education)
12 pages, 982 KiB  
Article
Learning through Challenges and Enigmas: Educational Escape Room as a Predictive Experience of Motivation in University Students
by Sara González-Yubero, Marta Mauri, María Jesús Cardoso and Raquel Palomera
Sustainability 2023, 15(17), 13001; https://doi.org/10.3390/su151713001 - 29 Aug 2023
Cited by 4 | Viewed by 1614
Abstract
(1) Background. One of the most innovative gamification techniques emerging in the current educational context is the escape room, whose implementation aims to promote student motivation and learning. A review of the literature shows that many of the previous works lack a solid [...] Read more.
(1) Background. One of the most innovative gamification techniques emerging in the current educational context is the escape room, whose implementation aims to promote student motivation and learning. A review of the literature shows that many of the previous works lack a solid theoretical basis when it comes to explaining the motivational effects associated with student participation in this experience. Therefore, the aim of this study is to analyze the relationship between gamification and motivation and identify which dimensions of gamification experience—through an educational escape room—better predict students’ motivation, based on the framework of self-determination theory. (2) Methods. This research develops a quantitative and correlational methodology. A total of 135 first-year university students participated. (3) Results. The results of the regression models showed that creative thinking, activation, and dominance predicted intrinsic motivation toward knowledge, achievement, and stimulating experiences. Likewise, a higher level of negative affect was predictive of amotivation and external regulation motivation in students. (4) Conclusions. These findings provide new empirical evidence that could guide the design of educational experiences through escape rooms in the context of higher education. Full article
(This article belongs to the Special Issue Gamification in Sustainable Education)
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42 pages, 2976 KiB  
Article
The Impact of Play-Based Learning Settings on Reading, Writing, Listening, and Speaking Skills
by Tülay Kaya Tekman and Mustafa Yeniasır
Sustainability 2023, 15(12), 9419; https://doi.org/10.3390/su15129419 - 12 Jun 2023
Viewed by 2537
Abstract
Playing, which is one of the most important emotional needs of children, is also used as an effective teaching technique by numerous educators. Educative games played with students in classroom environments with certain objectives have a critical role in reinforcing the previous knowledge [...] Read more.
Playing, which is one of the most important emotional needs of children, is also used as an effective teaching technique by numerous educators. Educative games played with students in classroom environments with certain objectives have a critical role in reinforcing the previous knowledge of children and improving their mental skills. In addition, it is believed that when properly planned and applied, play-based learning settings and games increase learning motivation of children and reduce their school-related stress and anxiety. The purpose of this study is to reveal the effectiveness of play-based learning settings and educational games played in these settings on the sustainability of children’s reading, writing, listening, and speaking habits. For this purpose, the themes of responsibility, tolerance, self-confidence, frugality, honesty, patriotism, and empathy were determined. Before the play-based learning environment was created, preliminary information was obtained about 20 students selected for the study through a questionnaire prepared in consultation with field experts. Subsequently, play-based learning environments were created by choosing bomb, creative drama, story cubes, puppets, two truths one lie, drama, and empathy games related to the themes in question. The themes and texts were given to 10 students through games for a total of 7 weeks, 1 week for each theme. In addition, the same themes were given to the remaining 10 students through traditional education. In the eighth week, the level of understanding of each student as regards the relevant theme was revealed through the questionnaire prepared based on the opinions of the experts. It was observed that the anxiety of the students in the classroom environment decreased considerably during seven weeks with the help of the play-based learning settings. In addition, it was determined that these students were more eager to read, write, listen to, and speak texts than the students who received traditional education, and that they comprehended the themes more easily. It can be said that educational games can be used as an effective method to increase the children’s interest in lessons and school, diversify their learning experiences, improve their performance and motivation, and enhance the sustainability of education. Full article
(This article belongs to the Special Issue Gamification in Sustainable Education)
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33 pages, 2496 KiB  
Article
Out-of-the-Box Learning: Digital Escape Rooms as a Metaphor for Breaking Down Barriers in STEM Education
by Tatjana Sidekerskienė and Robertas Damaševičius
Sustainability 2023, 15(9), 7393; https://doi.org/10.3390/su15097393 - 29 Apr 2023
Cited by 10 | Viewed by 3024
Abstract
The traditional lecture-based model of teaching and learning has led to the exploration of innovative approaches including digital escape rooms. Digital escape rooms offer an immersive and engaging experience that promotes critical thinking, problem-solving, and teamwork, making them a unique opportunity to address [...] Read more.
The traditional lecture-based model of teaching and learning has led to the exploration of innovative approaches including digital escape rooms. Digital escape rooms offer an immersive and engaging experience that promotes critical thinking, problem-solving, and teamwork, making them a unique opportunity to address the challenges of STEM education, which is often perceived as difficult, boring, and intimidating. In this study, the goal is to explore the application of digital escape rooms as an innovative practice in STEAM (science, technology, engineering, arts, and mathematics) education in Europe. More specifically, the study aims to evaluate the influence of digital escape rooms on student engagement and learning outcomes in mathematics education as well as to provide valuable insights into the efficacy of this approach as a means of teaching mathematics and fostering active and experiential learning in STEAM education. In order to investigate the potential of digital escape rooms as a metaphor for breaking down barriers and escaping from the ”box” in STEM education, this paper proposes a conceptual framework for understanding the pedagogical value of digital escape rooms in STEM education. It outlines the design process, including learning paths and scenarios, storyline, puzzles, challenges, and feedback mechanisms, and presents a concept of escape room design patterns. An example case study of a digital escape room designed to teach mathematics to university students is also presented, providing insights into the effectiveness of this approach. By using digital escape rooms as a metaphor for breaking down barriers in STEM education, a more inclusive, engaging, and impactful learning environment can be created to prepare students for the challenges and opportunities of the 21st century. Full article
(This article belongs to the Special Issue Gamification in Sustainable Education)
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Review

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22 pages, 1481 KiB  
Review
SCHEMA: A Process for the Creation and Evaluation of Serious Games—A Systematic Review towards Sustainability
by Alba Merino-Cajaraville, Salvador Reyes-de-Cózar and Pablo Navazo-Ostúa
Sustainability 2023, 15(16), 12351; https://doi.org/10.3390/su151612351 - 14 Aug 2023
Cited by 1 | Viewed by 1116
Abstract
The Internet and technology have flooded all the activities of our daily lives, making digitalisation a reality. Education is no stranger to this reality and is beginning to incorporate new learning methodologies in the classroom. Methodologies such as game-based learning are presented as [...] Read more.
The Internet and technology have flooded all the activities of our daily lives, making digitalisation a reality. Education is no stranger to this reality and is beginning to incorporate new learning methodologies in the classroom. Methodologies such as game-based learning are presented as appropriate solutions for digital generations, leading the video game industry to produce in a less controlled way. Therefore, this research aims to systematise the scientific production of serious games by studying methodological models and processes for both the creation and evaluation of educational video games and identifying common patterns and differential elements. To this end, a systematic literature review of existing models was carried out under the PRISMA protocol. An initial sample of 13,692 articles was used to arrive at the 15 studies included in this review, following the eligibility criteria of the PICO model. The results show that, although there is a certain unanimity in the methodologies of the different authors, aspects, such as the iteration of the process or the inclusion of teachers in the creation of the video game, must be sufficiently considered. This review led to the creation of SCHEMA, a methodological model for designing serious games that incorporates these deficiencies. Full article
(This article belongs to the Special Issue Gamification in Sustainable Education)
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19 pages, 1355 KiB  
Review
Effects of Gamification on Students’ English Language Proficiency: A Meta-Analysis on Research in South Korea
by Je-Young Lee and Minkyung Baek
Sustainability 2023, 15(14), 11325; https://doi.org/10.3390/su151411325 - 20 Jul 2023
Cited by 1 | Viewed by 3514
Abstract
This study presents a meta-analysis of research on the impact of gamification on English language proficiency among South Korean students. Through an examination of 11 cases involving 610 participants, the study reveals a medium effect size (g = 0.517), suggesting that gamification [...] Read more.
This study presents a meta-analysis of research on the impact of gamification on English language proficiency among South Korean students. Through an examination of 11 cases involving 610 participants, the study reveals a medium effect size (g = 0.517), suggesting that gamification can significantly enhance English language learning outcomes. The analysis also reveals that theses (g = 0.799) reported higher effect sizes than journal articles (g = 0.298), and that the absence of technology in gamified learning interventions could potentially lead to larger effect sizes (g = 0.932). Furthermore, the incorporation of points/scores and badges/rewards showed statistically significant effects on student learning. The study found no significant differences in effect sizes when considering grade, number of participants, weeks, sessions, sessions per week, and the number of gaming elements. The results demonstrate varying impact of gamification across different subcomponents of English proficiency, particularly in the learning of vocabulary, listening, and writing skills. The findings underscore the potential of gamification as a tool for English language learning, but also call for careful consideration in its design and implementation to maximize learning outcomes. Lastly, we offer suggestions for future research and discuss the pedagogical implications of this study. Full article
(This article belongs to the Special Issue Gamification in Sustainable Education)
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