Literature Review on Gamiﬁcation for Educational Content

Daniel Rinaldi

, Ridi Ferdiana

and Selo

Department of Electrical Engineering and Information Technology, Universitas Gadjah Mada, Yogyakarta, Indonesia.

Keywords:

Gamiﬁcation, Education, Game, Motivational Design.

Abstract:

Education is one of many important things that we need as human being. The lessons given at class are

repetitive and a bit boring, that is why we need something to be able to engage learners to learn more. To

do that, educator can implement gamiﬁcation for subject they teach, might be with a fun quiz, storytelling,

or holding competition. Some other way to motivate learners to learn is by using digital game, an education

game. Education game, if done correctly, will make learners even more motivated to learn and more active in

class.

1 INTRODUCTION

Traditional learning used in school should be changed

following the appearances of new technology. The

coming of new technology like computer and smart-

phone makes the way students learns need to be

changed (Eleftheria et al., 2013) (Aleksi

c-Masla

et al., 2018) (Dicheva et al., 2018). This is caused be-

cause student actually prefer to use computer rather

than books. But, just having the content moved from

books to digital forms is not enough to increase the

student interest in learning, the content need to be

changed in a way which make them enjoyable and

easier to learn, which can be achieved by gamify-

ing them into a fun and engaging educational game

(Cetin, 2012) (Cheng and Su, 2012) (Eleftheria et al.,

2013) (Brayshaw and Gordon, 2016) (Hooshyar et al.,

2015) (Aleksi

c-Masla

c et al., 2018) (Dicheva et al.,

2018).

Teachers are requested to be even more creative in

presenting their subject in class. Traditional learning

method used in class that rely on blackboard, oral lec-

tures, books and written exercise are becoming less

effective (Barata et al., 2013)(Aleksi

c-Masla

c et al.,

2018). Students can get bored easily compared to

when they play games, people who play games can

spend hours playing a game (Cheng and Su, 2012)

(Brayshaw and Gordon, 2016) (Aleksi

c-Masla

c et al.,

2018). Knowing this, many researches have tried to

implement game techniques into learning material,

which can be called gamiﬁcation (Ymran et al., 2017).

Gamiﬁcation is a strategy to implement the prin-

ciples of motivation and engagement based on game

element or gaming concept into ordinary tasks or ac-

tivities (Good et al., 2012) (Ying et al., 2012) (Codish

and Ravid, 2014) (Hamzah et al., 2014) Kaneko et

al., 2016;(Wang et al., 2016) (Perryer et al., 2016)

(Basten, 2017). Gamiﬁcation for educational content

is usually aims to increase the student motivation to

learn the learning material. Gamifying learning ma-

terials will make the educational content to be pre-

sented to the student in a game form. In hope that

the students will be interested and get motivated to

play and learn the material (Tsukamoto et al., 2012)

(Ongoro and Mwangoka, 2014) (Mistry and Al-Anan,

2015) (Ferianda et al., 2018) (Prabawa et al., 2017)

(Wu et al., 2018). Students need to focus on their

study, but they rather play game than study. By gam-

ifying the learning material, students will be learning

while playing a game which can help students to stay

focused while learning through playing the gamiﬁed

learning material.

There are a lot of game design which can help in

gamifying the learning material, but not all of the de-

sign can be used as is, which is why we need to un-

derstand a design to help increase student motivation

and engagement to learn the learning material which

should be given from the class (Fathoni and Delima,

2016) (T

oth and T

olgyi, 2016) (Kuo et al., 2018).

Teachers need to consider some things before gami-

fying learning material. This research focuses on re-

viewing several researches that discuss about using

gamiﬁcation for non-game content to motivate or en-

gage users. Furthermore, the comparison of the sys-

tem can then be measured later from each aspect i.e.

the best model, framework, and other factors, and also

Rinaldi, D., Ferdiana, R. and Selo, .

Literature Review on Gamiﬁcation for Educational Content.

DOI: 10.5220/0009866101390146

In Proceedings of the International Conference on Creative Economics, Tourism and Information Management (ICCETIM 2019) - Creativity and Innovation Developments for Global

Competitiveness and Sustainability, pages 139-146

ISBN: 978-989-758-451-0

139

review previous researches related to the method used

to produce a game or system that is suitable for edu-

cational content.

2 DATA COLLECTION

The reference used in this literacy were searched from

lib.ugm.ac.id database (like IEEE and ScienceDirect).

The data used are related to gamiﬁcation, education

game, technology, and motivational game. Search

keywords which being used are “Gamiﬁcation”, “Ed-

ucation Game”, and “Motivational Game”. The se-

lected paper which getting referenced in this paper

are ﬁltered by publish date which ranged from 2010

to 2018. The focus in the analysis of a paper is in

the parts of the method and discussion. An impor-

tant point in every chapter of the paper then recorded

to obtain information on the objectives and methods

that being used. In total, 19 reference papers related

to research on the ﬁeld of gamiﬁcation and gamiﬁca-

tion on educational content were obtained by ﬁlter-

ing process. There are limitations found on this re-

search. Previous researches did not explicitly detail

about their methods and techniques used in develop-

ing and creating the system or game.

Figure 1: Literature Process

3 RESULT

3.1 Literature Review

(Aleksi

c-Masla

c et al., 2018) impart a gamiﬁcation

into technology and law course to learn about gamiﬁ-

cation effect on their satisfaction and motivation when

learning through the game given. From the result,

most of the student are motivated to learn through the

help of gamiﬁcation.

(Eleftheria et al., 2013) used Flow Theory to im-

plement the gamiﬁcation into an AR learning book.

There are eight elements in Flow Theory:

1. Clear goals or immediate feedback

2. Equilibrium between challenge and personal skill

3. Merging of action and awareness

4. Focused attention

5. Control

6. Loss of self-consciousness.

7. Time distortion.

8. Self-rewarding.

By using Flow Theory, the researcher learned that

in gamiﬁcation efﬁcient feedback and fast assessment

during learning process is a must, as well as the ability

for learner to learn at their own pace without losing

the element of interactivity and personalized educa-

tion.

Gamifying educational content can be beneﬁcial

for both learners and teachers. By adding game el-

ements, such as badges, rewards, leader boards, etc.

into learning material, learning process can become a

more joyful experience, making a material that looks

unattractive or difﬁcult become easier to learn. Learn-

ers become actively participating in the learning pro-

cess, not just passively learning by reading or listen-

ing in the class.

By being active, educator will be receiving con-

stant feedback from their learners, these feedbacks

can help educator to keep track of the learner progress

which can be used to tailor a more efﬁcient course to

meet the speciﬁc needs of each individual learner and

all of the learners.

(Cetin, 2012)) implement gamiﬁcation using tu-

toring model.

Figure 2: Tutoring Model

As for the element in tutoring model:

1. Input, game characteristics with instructional con-

tent

2. Game loop, consist of four sequences, playing,

thinking, knowing and debrieﬁng

3. Knowledge base, theoretical supporting materials

and activities

4. Output, learning objectives of the module

The tutoring model emphasizes educational con-

tent delivery compared to game elements, each chal-

lenge will produce results explicit output. So, at ev-

ery level is required to have educational content with

outputs that can documented directly. The learners in

this research are college student in computer and elec-

trical engineering major, and by the end of the tests,

it gave a promising and positive result, which means

ICCETIM 2019 - International Conference on Creative Economics, Tourism Information Management

140

that gamiﬁcation can help them in learning an educa-

tional material.

Some researches being done are using ARCS

game model to impart gamiﬁcation, especially to in-

crease the user motivation (Cheng and Su, 2012)

(Tsukamoto et al., 2012) (Ying et al., 2012) (Hamzah

et al., 2014) (Wang et al., 2016). Elements of ARCS

model are:

• Attention, aims to maintain the level of players’

attention in the game played, this can be done by

giving a response to the player when doing some-

thing in the game or when completing an instruc-

tion in the game

• Relevance, aims to help players connect the

lessons learned inside the game to the real world,

this can be done by giving an instruction, back-

ground or story about the game, and can be shown

by giving players some problems in the real world

that are similar to the circumstances given in the

played game.

• Conﬁdence, aims to increase the players’ conﬁ-

dence by learning the lessons in games they play,

this can be seen when players are given feedback

like graphics of their status, or by separating some

material and give them in a step-by-step stage.

• Satisfaction, aims to give players satisfaction

when completing the game, this can be done by

giving the players some prizes and rewards when

ﬁnishing their tasks in game, or by using a leader

board.

(Cheng and Su, 2012) (Ying et al., 2012) (Hamzah

et al., 2014) stated that gamiﬁcation have a posi-

tive result, which make the learners become more

motivated to learn compared to traditional learning

method.

(Hamzah et al., 2014) stated that to use gamiﬁca-

tion in learning context, it is important to pay atten-

tion to the game dynamics and mechanics used to en-

courage learners’ participation and engagement. The

main aim for using gamiﬁcation is to help the learners

especially the unmotivated one to be involved in the

process of learning and to interact with other learners,

and these can be done by adding simple game fea-

tures in learning process. This research used ARCS

model and develop the game using MDA framework

(Codish and Ravid, 2014) (Hamzah et al., 2014) (Bas-

ten, 2017):

1. Mechanics

Mechanics consist of the input or functioning

components of game e.g. points, levels, and

badges

2. Dynamics

Dynamics consist of the output given by the game

e.g. rewards and achievements

3. Aesthetics

Aesthetics consist of emotional response desired

by the learners e.g. satisfaction, pleasure and envy

(Wang et al., 2016) use ARCS model as a foun-

dation to gamify the learning material. But, the re-

sult given from using ARCS model is mixed, because

there is not any signiﬁcant difference in learning per-

formance between the group using the game devel-

oped and the class e-learning system. (Tsukamoto

et al., 2012) learned that when developing a game,

it is important to manage the challenge, it should be

challenging enough for the learners, if it is too chal-

lenging or not challenging enough, the attention of

the learners will diminish which will also affect their

motivation.

(Codish and Ravid, 2014) get a positive result by

implementing gamiﬁcation by using MDA and adap-

tive gamiﬁcation framework. By using adaptive gam-

iﬁcation framework, the game will be able to optimize

each individual, each individual will have a different

applied rule accordingly without creating a sense of

un-fairness.

(Brayshaw and Gordon, 2016) list four aspects of

game-based motivation:

1. The game player’s perception

2. The game designers’ model of how to motivate

3. Team aspects and social interaction as a motivat-

ing force

4. Psychological models of motivation

A gamiﬁcation is not a game that used solely for

teaching, gamiﬁcation is a way to give the learners

an increase of motivation in education interaction de-

sign. Essentially a game teaches a speciﬁc material

e.g. math. The advantage of using game compared to

traditional method is the notion of play and fun. The

challenge of the need of engagement and success in

learning can potentially be achieved through gamiﬁ-

cation.

This paper researched about human as a social be-

ing who loves to use social media and learned that

they want to learn on the move. People want grati-

ﬁcation and feedback instantly, and for the learning

material, as a game, it should be delivered in a social

activity that the learners desire to engage in.

(Hooshyar et al., 2015) argue that people are dif-

ferent and that makes learners has different way of

learning. Because of this difference, integrating gam-

iﬁcation into educational content which aims to im-

prove learner’s learning performance while maintain-

ing the entertaining and engaging aspect of the games

Literature Review on Gamiﬁcation for Educational Content

141

is a bit difﬁcult, and this is shown from games with

educational purposes usually rigid and not equally

suitable to each learner. So, gamiﬁcation need to cre-

ate a game that enjoyable and effective besides sug-

gesting only the learning goals or giving learners ap-

propriate reading sequences.

(Barata et al., 2013) create a system to increase

learners’ motivation speciﬁcally in attending classes.

This research has already researched that games have

a great potential to improve learning experiences and

learning outcomes. A successful game is the one de-

signed to be challenging enough to prevent learners

to become bored or frustrated, but also not too chal-

lenging to allow the learners to experience the ﬂow of

the game. With this information, the researcher tried

to implement a gamiﬁcation into the system, which

gave a very encouraging result. The learners show a

notable increase in their motivation, especially in their

attendance and participation in the course, and mate-

rial download prepared.

(Ymran et al., 2017) implement gamiﬁcation de-

sign driven motivation using Octalysis as the frame-

work.

Figure 3: Octalysis Framework

This framework is used to measure the level of

gamiﬁcation, it’s based on eight core elements that

related to motivation factors:

1. Epic meaning and calling

2. Accomplishment

3. Empowerment

4. Ownership

5. Social inﬂuence

6. Scarcity and impatience

7. Unpredictability

8. Avoidance

The researcher argue that game and gamiﬁcation

main function is not to teach, but to keep the learn-

ers motivated trough the learning process. Gamiﬁ-

cation is meant to borrow a game mechanic and use

them in a non-game context to make the experience

become more exciting and fun, however, using a game

mechanic without a proper consideration to the learn-

ers’ emotions during their interaction with the game,

would lead to a bad gameplay and can make the learn-

ers’ feel bored. So, the researcher uses the Octalysis

framework, in hope to create a game that mainly fo-

cuses on motivation factors. And the result of the re-

search shows that the resulted game is able to increase

the learners’ motivation.

(Perryer et al., 2016) use the gamiﬁed system

whish is aimed at employee of a workplace. The re-

searchers argue that there are a variety of game ele-

ments that already implemented into a non-game con-

text aiming to motivate the employee to achieve an

objective. But, implementing game elements into a

non-game context will not always motivate the em-

ployee, there are even some researches which re-

sulted in demotivation of the learners. So, imple-

menting gamiﬁcation is not only adding game ele-

ments into a non-game context, but the researchers

also need to satisfy the learners psychological needs,

which means, an appropriate game design and game

mechanics are needed.

(Ongoro and Mwangoka, 2014) is using point

game mechanic to gamify a language material. Tar-

geting the young audience who are children aged be-

low seven, the researchers stated that for young chil-

dren there is a gap in understanding digital multime-

dia. Which is why the researchers doing a bit research

about game design and tried to develop the game ac-

cording with the current technology development and

society needs. As for the result, the children are giv-

ing a positive feedback to the game developed and be-

come motivated to learn more.

(Mistry and Al-Anan, 2015) tried to approach the

use of gamiﬁcation to increase learners’ attention.

The purpose of gamiﬁcation is not only to increase

learners’ motivation but also to attract and grab the

attention of the learners. Gamiﬁcation should pro-

mote the learning process, improve learners’ achieve-

ment and attract learners to maximize their learning

potential and progress. To make this happen, the

researchers are using educational game framework.

This framework considers factors like ‘Challenge’,

‘Feedback’, ‘Social’, and ‘Identity’.

These four factors are having a connection with

“fun”, this is because a game is supposed to be fun,

even though the one created is an education game.

• Fun, every game needs a fun factor, it is called a

game because the user can have fun when play-

ing the game. As for creating an education game,

it is true that education content is a must for the

game to be called education game, but fun is also

ICCETIM 2019 - International Conference on Creative Economics, Tourism Information Management

142

Figure 4: Educational Game Framework

an important factor which needed in creating an

education game.

• Social, a game is created with the purpose to be

played by many users not only one. Social factor

is aimed to create and increase the chance for the

user to communicate with other user, each user is

different from one another, so they can discuss,

compete, help, and compare their thinking and re-

sult. This factor is also needed to decrease the

stress level of the user, because an educational

content in the game can be absorbed easier in a

team.

• Identity, an education game which aimed for

learning will need an identity factor to identify

the user. The identity of the user can be used by

the teacher or admin to track the progress and per-

formance of each user, while they are playing the

game. The identity of the user also can be used to

show the rank and leaderboard of the user in the

game.

• Challenge, a challenge is also an important factor

for an education game. Challenge in game can be

given with a gradual increase of difﬁculty follow-

ing the user progress in-game. With the different

difﬁculty or subject, the game can help the user to

ﬁnd out their strengths and weaknesses.

• Structure, structure in an education game is a col-

lection of choice, control, goals, and rules of the

game. The structure of the game has to be clear,

so the user can easily understand how to play the

game, and what they need to do to win.

• Feedback, feedback from playing an educational

game is a must, not only to give in-game reward

and prize, but also how playing the game can ac-

tually help them in their class. The feedback can

usually be seen from how they get better in their

exam or homework.

Using educational game framework, makes the

gamiﬁcation being done by the researchers to give a

positive result, that can be seen in the learners’ atten-

dance and test performance.

(Wu et al., 2018) is utilizing gamiﬁcation to help

learners to learn about chemistry material. The re-

searchers design a model to implement gamiﬁcation,

that is Card-game, Slides and Learning Sheet (CSLS

gamiﬁcation model). CSLS model is mainly focused

on collaborating and cooperation learning to increase

the learners’ motivation. The researchers got a pos-

itive result from the learners, the learners become

more hooked to play the game and can understand

the material easier than learning through traditional

model.

(Ferianda et al., 2018) tried to implement gamiﬁ-

cation using Technology Acceptance Model (TAM):

1. Understanding the target audiences and the con-

text

2. Deﬁning learning objectives

3. Structuring the experiences

4. Identifying resources

5. Applying gamiﬁcation elements

TAM is a model which focused ﬁrst on the prob-

lem and objectives before adding gamiﬁcation ele-

ments into the context. TAM is used to identify es-

pecially whether the developed game or system can

be accepted by the learners or not. (Ferianda et al.,

2018) created a system using TAM and got a positive

feedback from the learners.

(Prabawa et al., 2017) tries to apply gamiﬁcation

by observing some game elements in gamiﬁcation,

using concept of attainment model:

1. Game-based

2. Game mechanic

3. Game aesthetics

4. Game thinking

5. Engagement

6. People

7. Motivate action

8. Promote learning

9. Problem solving

The resulted system is giving a mixed feedback

from the learners, concept of attainment model is re-

quiring the active participation of the learners, while

not all learners can participate actively.

4 FINDING

From the literacy process described in result sec-

tion, there are some ﬁnding about gamiﬁcation which

Literature Review on Gamiﬁcation for Educational Content

143

can be described. Gamiﬁcation can be used for educa-

tional content, but each reviewed paper has a different

way to implement gamiﬁcation into non-game con-

text. This also caused because the difference in pur-

pose, some of the researches focused to learn about

the increase of learning process, but some others are

focused to learn about the increase of the learners’

motivation in learning and playing the game given,

there are also some researches that tries to under-

stand the increase of the learners’ attention in class.

The most used method in the reviewed papers is

MDA which the three main point of gamiﬁcation, and

ARCS model which help researchers to develop the

game with learners’ motivation in mind. Adding gam-

iﬁcation will need a case-by-case situation, though the

same model or framework will also work in a similar

case. Researchers should ﬁrst understand the learn-

ers‘ age range, teaching material and environment be-

fore trying to add gamiﬁcation. After understanding

who are the learners and what teaching material to

give, then the educator or teacher should determine

their purpose in gamifying the teaching material, the

common purposes are:

1. Increase the learners‘ motivation

Gamifying educational content is supposed to mo-

tivate the learners to learn more. So, it is rec-

ommended to use ARCS model because ARCS

model focuses on increasing the learners‘ moti-

vation (Cheng and Su, 2012) (Tsukamoto et al.,

2012) (Ying et al., 2012) (Hamzah et al., 2014)

(Wang et al., 2016). As for the framework, it is

recommended to choose MDA that can be used

to implement ARCS model (Codish and Ravid,

2014) (Hamzah et al., 2014) (Basten, 2017), or

octalysis framework that focuses mainly on mo-

tivation factor (Ymran et al., 2017). For how to

design the game, the four aspect which stated in

research by (Brayshaw and Gordon, 2016) can be

used to outline the game design that focuses in

motivating the learner, as 3 of 4 aspects are fo-

cuses about motivation model.

2. Help the learners‘ to understand the teaching ma-

terial

Each learners are unique, so educator actually

need to ﬁrst understand who are the learners, be-

fore provide the learners with a material, so it is

recommended to use TAM, as TAM is a model

that focus ﬁrst on learning the problem and objec-

tive before imparting gamiﬁcation into the educa-

tional content (Ferianda et al., 2018). There are

also other models that can be used to outline how

to gamify educational content depending on the

main purposes, TAM as stated in research by (Fe-

rianda et al., 2018) is recommended if educator

still have a broad purpose, tutoring model which

being used in research by (Cetin, 2012) is rec-

ommended if educator want to focuses more on

delivering educational content, and CSLS model

which used in research by (Wu et al., 2018) in

their research is recommended if educator want

the learners to learn through collaboration and co-

operation learning. As for the framework, it is

recommended to use MDA or adaptive gamiﬁca-

tion framework that can give a different rule for

each learner (Codish and Ravid, 2014). Some

elements in gamiﬁcation that need to be noticed

are the learners‘ satisfaction (Perryer et al., 2016)

(Aleksi

c-Masla

c et al., 2018), efﬁcient feedback

that can be outlined using ﬂow theory (Eleftheria

et al., 2013), and a design according to the learn-

ers‘ needs (Ongoro and Mwangoka, 2014).

3. Increase the learners‘ attendance or attention in

class

Gamiﬁcation can also help to increase learners‘

learning performance, but to do that, educator

needs to create an enjoyable and effective game

as stated by (Hooshyar et al., 2015) so it is recom-

mended to use attainment model, that needs learn-

ers‘ active participation (Prabawa et al., 2017). As

for the framework, it is recommended to use MDA

framework as stated in research by (Tsukamoto

et al., 2012), or educational game framework that

can help to maximize learners‘ learning potential

and progress as stated in research by (Mistry and

Al-Anan, 2015). The main element to be careful

with is the difﬁculty of the game, it should not

too difﬁcult or too easy, it have to be challenging

just enough, so the game can hooked the learners‘

attention as stated in research by (Barata et al.,

2013).

5 CONCLUSION

This literacy research contains several references

which are related with gamiﬁcation and education and

the ﬁndings were presented. From the research which

has been done, it can be concluded that there is no

common approach in adding gamiﬁcation into a non-

game context. But, all the gamiﬁcation should be in-

line with MDA framework or an upgraded version of

MDA framework. Even though the game mechanic,

model or framework can be different, imparting gam-

iﬁcation into a non-game context is possible, and the

result of doing that will vary according with the sit-

uation and the target of the material. Different re-

sults mainly caused by the difference in the learners‘

psychology and environment which also need to be

ICCETIM 2019 - International Conference on Creative Economics, Tourism Information Management

144

researched beforehand to make sure the gamiﬁcation

can work and give a positive feedback.

In the future, it is expected that there will be an

increasing number of researches related to the gami-

ﬁcation especially in the ﬁeld of education. Gamiﬁ-

cation has been researched for quite some time, and

most of them are researching about using gamiﬁca-

tion to motivate or engage the user, so they can learn

even faster or easier, but research about a negative ef-

fect of gamiﬁcation and how to counter that negativity

is rarely discussed about, thus this topic is interesting

to discuss.

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