It plays who plays. The potential of non-defining gamification.

Autor/inn/en	Staller, Mario Sebastian; Körner, Swen
Titel	It plays who plays. The potential of non-defining gamification. Gefälligkeitsübersetzung: Es spielt, wer spielt. Das Potenzial der nicht definierten Gamification.
Quelle	Aus: Denk, Natalie (Hrsg.); Serada, Alesha (Hrsg.); Pfeiffer, Alexander (Hrsg.); Wernbacher, Thomas (Hrsg.): A Ludic Society. Ahrensburg: Donau-Universität Krems / Universitätsbibliothek (2021) S. 251-267 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-903150-72-X; 978-3-903150-72-0; 978-3-903150-73-7
DOI	10.48341/b17g-3c33
Schlagwörter	Bildung; Pädagogik; Spielpädagogik; Begriffsbestimmung; Erlebnis; Videospiel; Spiel; Motivation; Lernmethode; Digitalisierung; Training; Berufsausbildung; Kritik; Gruppe (Soz); Polizei
Abstract	Gamification is regularly defined as the use of game elements in non-gaming contexts. This utilitarian perspective in gamification sparks controversies about the pedagogical value of gamification. While on the one hand the potential is seen in the design of joyful learning environments critics point out the pedagogical dangers. It becomes apparent that the assumptions guiding action on the subject matter of gamification in educational contexts differ. This in turn leads to different pedagogical practices. Taking a reflexive stance towards the underlying assumptions of gamification in these contexts may allow to consolidate initially controversial positions and to open up potential for the use of gamification. With regard to the pedagogical use of gamifying elements and their empirical investigation, there are three main anchor points to consider from a reflexive stance: (a) the high context specificity of the teaching undertaken and (b) the (non-)visibility of the design elements used and (c) the potential (non-)acceptance of the gamified elements by the students. We start by providing a discussion of the definitional discourse on what is understood as gamification leading to our argument for non-defining gamification to open up its full potential. To exemplify this potential we describe a gamified concept in higher education for police recruits. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2024/1