Group items tagged gamification - Learning Technology for Online Higher Education

And a Coursera MOOC on gamification techniques in general: https://www.coursera.org/course/gamification

started by Daniel Skinner on 02 Jul 13 2 follow-ups, last by Daniel Skinner on 03 Jul 13

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Gamification rewards participation, and the key factor appears to be escalating rewards,
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Showing the user’s status in the community is also motivational.
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people are engaged in games because they see the larger picture of the game’s goals and understand why they are pursuing their game-related goals.
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They are even willing to concentrate on the unexciting portions of the game in order to reach that next level,
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recognize incremental progress,
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Some badges are rewarded automatically based upon student actions.
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tudents are also able to see a real-time activity stream of their achievement
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tudents rewarded by badges are spending up to 155 percent more time actively engaged within the classroom than their counterparts
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Students in the gamified classroom are willingly attempting challenge assignments to earn additional badges and move up the leaderboard.
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People want progress bars. In the famous paper “The importance of percent-done progress indicators for computer-human interfaces,” Dr. Brad Myers of University of Toronto found people prefer to have progress indicators. Research companies, Lightspeed Research and Kantar, did a study on progress indicators for surveys which also corroborates the idea that people want a progress bar:
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Dr. Hugo Liu from MIT and Hunch.com says in his article Need to Complete, “It turns out that when you finish a complex task, your brain releases massive quantities of endorphins.”
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In their book Rules of Play, Dr. Katie Salen at Parsons the New School for Design and Dr. Eric Zimmerman of MIT explain, “Without a measure of progress to give a player feedback on the meaning of his or her decisions, meaningful play is not possible.”
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First, we try to mentally fill in the gaps under Gestalt psychology’s Law of Closure.
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