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Using Gamification and Serious Games to Design a New Curriculum

Using Gamification and Serious Games to Design a New Curriculum

Kutay Tinç (Istanbul Technical University, Turkey) and Meltem Gülçin Karadayı (Istanbul Technical University, Turkey)
Copyright: © 2022 |Pages: 20
DOI: 10.4018/978-1-6684-3710-0.ch017
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Abstract

Using game elements in class to support the participation of students in learning or designing games that can help educators teach certain subjects more efficiently has been a popular topic in recent years. The former is a matter of gamification, which refers to the application of game elements to other activities so that the activity becomes more engaging or interesting. On the other hand, the latter is about designing a serious game, which can be defined as a game with an explicit and carefully thought out educational purpose. In this study, focused on merging the use of gamification and serious games for a specific engineering course, the authors discuss how the curriculum for this course should be designed so that both sides of the spectrum are facilitated. An application of this union is given with a survey showing the reaction of students to the gamified curricula integrated with a serious game.
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Background

Many researchers have defined gamification as the implementation or usage of game design elements or game mechanics in non-game environments to foster motivation (Deterding et al, 2011), while this notion is true, different aspects of game mechanics can be used in a diverse number of applications which can change how gamification can be applied to a certain environment (Sailer et al, 2017). One of the main purposes of applying game elements into non-game areas is to attract users and keep them engaged for a longer period (Kasurinen & Knutas, 2018). Studies have also stated that learning occurs naturally while playing games (Deif, 2012), hence gamification, which turns non-game environments into game like experience, can be considered as a tool for learning.

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