Narrative for Gamification in Education: Why Should you Care?

Toledo Palomino, Paula; Toda, Armando M; Oliveira, Wilk; Cristea, Alexandra I.; Isotani, Seiji

Abstract

Gamification applied to education studies are focusing to encourage students to perform specific tasks, however many of these studies are still inconclusive about how much gamification can influence engagement. Also, the frameworks used to apply gamification in those systems are mainly structural (e.g. scoring and ranking systems) rather than content frameworks (where the game elements are applied to the content). Therefore, this paper aims at creating a narrative definition exclusively for gamification purposes. First, we developed an empirical research starting with a literature review of the narrative concept in other medias, such as games. Then, we mapped these definitions into features and crossed the similarities and differences across them, to find a common ground that could be applied in gamification contexts. Our results show that the narrative element definition to use in gamification contexts best drifts from the games ones, however its definition is unique to the point it could be isolated and used in future frameworks. We also found that the characteristics of this concept resembles some of User Experience.

Citation

Toledo Palomino, P., Toda, A. M., Oliveira, W., Cristea, A. I., & Isotani, S. (2019). Narrative for Gamification in Education: Why Should you Care?. . https://doi.org/10.1109/icalt.2019.00035

• Conference Name: 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)
• Conference Location: Maceio, Brazil
• Start Date: Jul 15, 2019
• End Date: Jul 18, 2019
• Online Publication Date: Sep 2, 2019
• Publication Date: 2019
• Deposit Date: Nov 3, 2021
• Publicly Available Date: Nov 3, 2021
• Publisher: Institute of Electrical and Electronics Engineers
• DOI: https://doi.org/10.1109/icalt.2019.00035