Gamification in higher education: The learning perspective

Abstract

During the last decades there has been a great development of utilitarian systems, applied to the most varied areas, in which games are found. Digital games (or video games) entered everyday life at an increasing rate and became a popular form of entertainment enjoyed by people of all age and social groups (Williams et al., 2009). The first videogames came from a playful reappropriation of oscilloscopes (Tavinor, 2009). Since then, there has been a wide spread of game consoles (from Pong in 1972 to Xbox in 2002, etc.) as well as other video game applications. For example, in 2011, Gartner predicted that gamed-in information systems and services would become an integral part of organizational systems such as consumer goods marketing and customer loyalty with 70 percent of the largest organizations, according to (Burke, 2011) to have at least an application with principles of gamification. These forecasts went even further and the entrance of the gamification extended to the most diverse areas, namely Healthcare, Education, Finance, Wellness, and Corporate Governance. The use of gamification in unlikely areas such as politics, it is a growing trend as described in (Angelovska, 2019) “this coincides with the beginning of the 2020 US political campaigns.”