Akademik Veri Yönetim Sistemi
Design, Motivation, and Frameworks in Game-Based Learning, Wee Hoe Tan, Editör, IGI Global, Pennsylvania, ss.30-56, 2019
This formative research study is an attempt to develop a design model for gamified learning experiences situated in real-life educational contexts. This chapter reports on the overall gamification model with the emphasis on the contexts and their interactions. With this focus, this chapter aims to posit an alternative perspective to existing gamification design praxis in education which mainly focuses on separate game elements, by arguing that designing a gamified learning experience needs a systematic approach with considerations of the interrelated dimensions and their interplays. The study was conducted throughout the 2014-15 academic year, and the data were collected from two separate groups of pre-service teachers through observations and document collections (n=118) and four sets of interviews (n=42). The results showed that gamification design has intertwined components that form a fuzzy design model: GELD. The findings also support the complex and the dynamic nature of gamified learning design, and the need for a more systematic approach to design and development of such experiences.