Abstract:

This position paper revisits the concept of gamification from a novel perspective, extending the established definition by Alexander Pfeiffer and colleagues to encompass data collection, assessment, and evaluation within educational settings. Building upon the core idea of gamification as the application of game mechanics in various contexts — ranging from real-life activities to applying gamification as an extra layer within or around (digital) games themselves — this paper emphasizes the pivotal role of data in enhancing user engagement and learning outcomes. We argue for a holistic integration of data-driven strategies within gamified environments, enabling a more targeted and effective approach to education and learning. This redefinition not only acknowledges gamification as a nudge towards desired behaviors but also as a tool for informed decision-making and continuous improvement in educational practices. Our discussion is anchored in the evolving landscape of digital learning, highlighting how gamification, when synergized with AI-based data analytics, can foster a more engaging, personalized, and effective learning experience. However, this paper also aims to discuss the dark side of gamification as a data-collection tool, delving into the ethical implications and potential risks associated with this practice. To enrich our analysis and ensure a multifaceted understanding, we employed a methodological approach involving focus group discussions with experts and users of gamified learning and other gamified tools in sectors such as HR and Sports.

Keywords:

Gamification, Nudging, Data Analytics, Ludefaction, Exploitationware.