2.1 Gamification process Gamification as a term describing using game elements in non-game applications to make them more enjoyable and engaging . The gamification process involves the proper application of game mechanics, game features and game design with significant consideration given to the user experience and behavioral motivators . The game design is the core element for a successful gamified process. Many criteria for computer game design could also be applied in this area, e.g, game flow theory. Based on the literature review , there are a list of strategies referring to game design: achievements - players will really love and keep them engaged as long as new achievements are created; challenge - gameplay should provide
Study available journals and case studies to understand gamification procedure and scope. 5. Game Design In modern business practice, game mechanics and game design are used to influence and reward target user behaviors. Game mechanics work as a catalyst for making technology more engaging by influencing user behavior and social interaction methods. Gamification helps find out the factor which motivates the employee and can help to understand the behavior.
Internal gamification is also called as enterprise gamification. It was found that small companies can apply game-design techniques to improve their productivity too. It was found that there are two significant attributes of internal gamification. The first is the company who knows about the players well as a defined community. The second is the motivational dynamics of gamification must interact with the company’s existing management and reward structures systematically.
It is known that with gamification concept, the application turns out to be more fun, interesting and higher users’ engagement; thus, creating a better user experience. A few examples of enterprise that practice gamification are Stack Overflow, Amazon.com and etcetera. Besides, there is another saying about gamification, defined as the process of game thinking and game mechanics to engage users and solve problems (Christopher Cunningham & Gabe Zichermann, 2011). Game thinking is about adding fun and game principles into designing solutions for the real-world problems while game mechanics are the rules and rewards in the game focusing on generating and maintaining the users’ emotions. (Jorge
Accordingly, research and theories reveal that extrovert people tend to take risk of making mistakes and interact more with people. So, this helps them to learn better in L2, especially in communication aspect (Oxford & Ehrman, 1993). (ibid, p. 37) Brown (2001) argued that : “Successful language learners, in their realistic appraisal of themselves as vulnerable beings yet capable of accomplishing tasks, must be willing to become ‘gamblers’ in the game of language, to attempt to produce and to interpret language that is a bit beyond their absolute certainty” (p. 63). Excerpted from
For example, the talents they hone as they work their way through a task simulation. As such, teachers should give them the opportunity to practice what they have learned in context. They should include serious games and branching scenarios that utilize their skills and test their knowledge. A research paper published by Dong etal on the use of discovery learning in software concludes that games designed for discovery learning can supplement tutorials as an effective learning aid for learning software. Their work involved the learning of a new software using a puzzle.
Chamorro-Premuzic, Winsborough, Sherman, and Hogan (2006) present a vague and lacklustre support for the implication of Gamification within talent assessment. Although, they provide innovative and well thought ideas regarding how Gamification can be used to develop and modernise the talent assessment sector, they struggle to ground their theory with any evidence. Furthermore, by giving evidence for how individuals who find their niche, in which they do not need to try as hard to perform well, compared to those who haven’t found their niche, they are giving evidence against a style of talent assessment that is extremely generalizable in Gamification, as everyone must compete in the same game to be fairly judged and compared, even though some may find it easier than others, due to the game being in their niche. I agree however, that Gamification can be a tool alongside other talent assessment techniques, but the key word there is ‘alongside.’ Gamification is not specific enough to be used amongst a vast amount of employees alone. One key argument against Gamification is that, although it may cause short-term improvement in performance and engagement within an organisation, it is simply a treatment for a symptom of disengagement.
In fact, this belief prevents many individuals from enrolling, even if they are highly motivated to learn and have the time to do so. To overcome this learning challenge, be sure to have a solid support system in place for all of your learners. Offer them an FAQ that can help them remedy any common issues, and email or instant message support for more complicated questions or concerns. It 's also a good idea to encourage peer collaboration. For example, you can set up a forum where learners can collaborate with one another if a problem arises, or divide the learners into groups and ask them to give feedback.
Successful Assessment for Learning strategies hinge on the nature of feedback, its content and the way it is received and used by learners. Many adults can still remember feedback they received from teachers numerous years later and not always for the best reasons. Ultimately, feedback should help learners improve in a specific activity; when feedback provides correction or improvement in a piece of work, it is valued by learners and acts as an incredible motivator. Remember, teachers must genuinely demonstrate that they believe that all learners can learn and improve, but the improvements must be measured against their own previous performance, not that of others Mortimore P (ed)
This is an important aspect of language learning, thus also of second language learning. According to Verspoor, Lowie and De Bot (2009), language acquisition cannot happen without input. If one already knows a language then proficiency can decline when it is not used, and even a first language can be forgotten (Verspoor et al., 2009, p. 71). Hence as input of English is essential to start of English learning and developing it, it is also of major importance for maintaining proficiency. According to Vanpatten (2009) SLA is a slow process with sometimes incomplete results, because to make sense of a sentence “does not mean that all formal aspects contained in the utterance are fodder for acquisition” (p. 49).