Gamification rewards participation, and the key factor appears to be escalating rewards,
Contents contributed and discussions participated by Daniel Skinner
Why Gaming is Working in Higher Ed - 1 views
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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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Kaplan Study: Gamification and Badging Succeed in the Online Classroom -- Campus Techno... - 0 views
Streams and alerts - MoodleDocs - 0 views
Gamification Education - 1 views
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A wiki article on the gamification of education.
Virtual Classrooms and Moodle | Some Random Thoughts - 1 views
Home - BigBluebutton - 0 views
Review of the Bigbluebutton LTI integration with Moodle | Some Random Thoughts - 0 views
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Video of LTI integration with Moodle
Some Random Thoughts - 1 views
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A good moodle/elearning blog
The Power of The Progress Bar as a Usability Feature - 0 views
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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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Gamification in Moodle - 1 views
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Here's a rich discussion on the value of- and application of- gamaification techniques in moodle
From Degrading to De-Grading - 2 views
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One of the most well-researched findings in the field of motivational psychology is that the more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward (Kohn, 1993).
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An article on the potential negative effects of rewards in education.
Daniel Skinner