Components, model types and their rethinking The Complex Modell of Gamification applied in education
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Abstract
Gamification (Deterding et al., 2011) is one of the emerging systems of learning organisation, assessment and motivation. The approaches and interpretative frameworks of gamification cover a broad spectrum: different theoretical and practical models from different fields approach the theory and application of gamification in different ways. In both international and Hungarian theory and practice, context is weakly and often unconsciously represented as a key component influencing gamification design processes and application. Further complicating the discourse on gamification is the issue of definition: the definition formulated by Deterding and colleagues (Deterding et al., 2011) has become de facto generally accepted, but due to its broad interpretative framework, several domain-specific definitions have emerged in recent years (e.g. Kapp et al, 2013; Yu-Kai, 2014). In addition to the problem of defining the concept, there is also the question of the elements and components of gamification, namely, how they can be classified, and what mechanisms of action and interrelationships can be identified between the components. To address the above-mentioned problems, as part of our PhD research, an attempt is made to explore the elements, components and model types of gamifications, drawing on existing international research and practice, as well as to make the interrelationships between the components of gamification transparent. A further result of our investigation is a possible taxonomic interpretation of the model types of gamifications, in which we build on Karl M. Kapp’s (Kapp et al. 2013) classification, reconsidering the model types he has distinguished and their content. In addition to interpreting the model types, our investigation includes the exploration of a new a component (learning components) and the recommendation of a new gamification model for the international and Hungarian discourse of gamification. As a result of our investigation, our aim is to facilitate the application of gamification in education for Hungarian and international pedagogical practice.
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