Paper Type
Complete
Paper Number
1452
Description
Using gamification for learning is gaining popularity. Yet, existing research found inconclusive effects of gamification design on learning outcomes. The mixed findings may result from not contextualizing the problems with domain-specific knowledge. Our framework combines two theories and offers research propositions for designing gamified learning systems. We name the framework Goal Structuration for Gamification Design in Learning (GSGDL). We use a case named Class Olympics for teaching an undergraduate Information Technology course to illustrate the framework. Our research advances gamification design theory in learning and assists instructors in course design.
Recommended Citation
Jeong, Eunmi (Ellie); Tang, Jian; and Zhang, Ping, "Goal Structuration for Gamification Design in Learning (GSGDL): A Theory-driven Framework" (2024). PACIS 2024 Proceedings. 9.
https://aisel.aisnet.org/pacis2024/track14_educ/track14_educ/9
Goal Structuration for Gamification Design in Learning (GSGDL): A Theory-driven Framework
Using gamification for learning is gaining popularity. Yet, existing research found inconclusive effects of gamification design on learning outcomes. The mixed findings may result from not contextualizing the problems with domain-specific knowledge. Our framework combines two theories and offers research propositions for designing gamified learning systems. We name the framework Goal Structuration for Gamification Design in Learning (GSGDL). We use a case named Class Olympics for teaching an undergraduate Information Technology course to illustrate the framework. Our research advances gamification design theory in learning and assists instructors in course design.
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Education