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| Hauptverfasser: | , |
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| Format: | Recurso digital |
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| Veröffentlicht: |
Zenodo
2025
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| Online-Zugang: | https://doi.org/10.5281/zenodo.17875735 |
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Inhaltsangabe:
- <p><span lang="EN-US">Gamification and game-based learning (GBL) have transitioned from educational buzzwords to widely adopted pedagogical practices in schools, universities, and professional training contexts. Their increasing use is driven by a growing interest in technology-enhanced learning and the demand for engaging, learner-centered approaches. While both gamification and GBL show promise, their effectiveness depends largely on how well they are designed and contextualized. Poorly implemented gamification risks reducing learning to superficial “pointsification,” whereas well-integrated designs can meaningfully enhance motivation, cognition, and learning outcomes. This paper provides an academic exploration of gamification and GBL, examining theoretical foundations, empirical evidence, design challenges, ethical considerations, and emerging directions such as personalization, analytics, and virtual reality. Ultimately, this paper argues that gamification and GBL should not be seen as add-ons, but as evidence-based instructional designs that require careful alignment with learning goals, motivational principles, and cognitive theories. </span></p>