Akademik Veri Yönetim Sistemi
Design, Motivation, and Frameworks in Game-Based Learning, Wee Hoe Tan, Editör, Global Publications , Pennsylvania, ss.30-57, 2018
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 resultsshowed that gamification design hasintertwined componentsthatform 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 experience