About this paper

Appears in:
Pages: 7619-7624
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.2029

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain


T. Matsumoto

Shimane University (JAPAN)
We propose several e-learning support methods using the gamification. Recently, growing attention has been paid to game-informed education. Gamification is one form of the above game-informed education. Gamification is a new coinage. The use of game design elements in non-game contexts. It means an implementation and use of game design elements and techniques. Gamification is an application of game dynamism and system to real-life problem-solving. In that sense, game-based teaching and learning can be considered to be education with gamification elements. What is good about game-informed learning is that when conditions are satisfied, learners can enhance their intrinsic motivation towards goal achievement and eventually become autonomous agents of learning. Gamification is one form of the above game-informed education. Thus, in game-based learning, it is essential that learners are first informed the minimal set of rules applicable to problem-solving though the tutorial. Another important role of the tutorial is informing learners of an ultimate goal of their activity. When we start playing a game, we will soon enough understand the goal of the game. In other words, we are given an ideal image of ourselves in this phase. We follow the guidance of the game because we understand that the tutorial is the first step to become someone who can accomplish the goal of game. E-Learning stands for electronic learning and is the application of electronic media and/or information and communication technologies to education. One of the most frequently mentioned positive aspect of e-Learning is that it can overcome problems related to space and time. This is to say, with electronic devices and, in many cases, internet connection; learners can conduct wherever they are and whenever they want. However, e-learning has major three disadvantages of high dropout rates, degrading motivation and lack of community support. To sum up, as a downside, it has also been pointed out that e-Learning will not be a productive learning method for learners with weak motivation and self-regulation ability. Online learners have a high drop-out rate. There are many theories about how and why students are motivated online. The field of psychology has many theories of motivation. There are two types of motivation: intrinsic and extrinsic. Intrinsic motivation can be defined as motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades. People tend to become much more motivated to study when their friends tell them that studying is fun, than when their teachers and/or bosses tell them to study. Thus, we propose several e-learning support methods using gamification. Theory of Gamification Design for the e-Learning (GDE) from the field of Education is a guide for instructional designers to help them create course content that is appropriate for a diverse group of learners. GDE is that courses should be designed so that students can demonstrate learning in a variety of ways. Although flip teaching studies recently have started to pay attention to the effectiveness of gamification of e-learning, this research field is still in its infancy. Hence, this study decided to broaden the field. In particular, this study focused on the effectiveness of e-Learning with gamification elements.
author = {Matsumoto, T.},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.2029},
url = {http://dx.doi.org/10.21125/iceri.2017.2029},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {7619-7624}}
AU - T. Matsumoto
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.2029
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 7619
EP - 7624
ER -
T. Matsumoto (2017) GAMIFIED AS A STRATEGY TO ENHANCE E-LEARNING, ICERI2017 Proceedings, pp. 7619-7624.