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How gamification can help people

How Gamification can help people

integrate into society

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Abstract

The main subjects I want to discuss is Gamification and

Social behaviour. How Gamification can help people to

integrate them into society? I am going to explain the

potential of Gamification and how it motivates users to

achieve certain goal. Maybe someone is struggling with

low self-esteem or disability and they want to improve

their language skills. Gamification can stimulate and

engage users with learning contents, and other

participants to create gripping socially-driven user

experiences.

Author Keywords

Disability; Accessibility; Social; Autism; Self-esteem;

Society; Integration; Gamification; Education;

Introduction

Our society is getting more complex each day and

people find it difficult to integrate. People struggle from

mental disability or low self-esteem and it is a very big

challenge for them. Things change rapidly and it affects

people. But with help from the technology our lives can

become better and less mind-boggling. How

Gamification can help people with social skills?

The strengths of Gamification

Gamification is the use of game mechanics and

experience design to engage and motivate people to

Copyright © 2019 by Benas Blinstrubas”,

Saxion University of Applied Sciences

All rights reserved. No part of this publication may be reproduced”,

distributed, or transmitted in any form or by any means, including

photocopying, recording, or other electronic or mechanical methods”,

without the prior written permission of the publisher, except in the case

of brief quotations embodied in critical reviews and certain other

noncommercial uses permitted by copyright law.

Other essay:   About education

Benas Blinstrubas

Saxion University of Applied Sciences

Enschede, 7511 JL, NL

425984@student.saxion.nl

achieve certain goal. Gamification has reputation. It

has drawn attention of journalists, academics and

business professionals. Gamification is as diverse as

other educations, such as, information studies, human–

computer interaction, and health. Throughout recent

years “gamification” has gained significant reputation

among practitioners and game scholars (Kai Huotari

and Juho Hamari, 2012).

How Gamification benefits social behaviour

Gamification goal is to motivate and engage user in

certain activity. Our social behavior can be affected and

it may depend on gamification, because, it encourages

and rewards users for their efforts, which mean they

have urge to do more things based on their progress.

There are some methods and theories to assist in

changing the behaviour of an individual or a community

(N.I.C.E. 2007). Social parts influences individual’s

behaviour through social standards and refers to an

individual’s viewpoint of how important others regard

the target group behaviour and whether they suppose

someone to achieve that behaviour (Ajzen, 1991;

Fishbein and Ajzen, 1975). In order to influence

behaviour, we need to know how behaviour is formed

and what influences behaviour, this includes

behavioural variation methods, as well as cultural and

social influences (Alaa AlMarshedi et all., 2017).

According to the studies within the research group, it

has shown that Digital Games Based Learning (DGBL)

can have a positive effect people with intellectual

disabilities and associated sensory impairments. These

include improved measures of choice reaction time

(Standen et al., 2009), decision making (Standen et

al., 2009)”,

memory (Brown et al., 2008), and functional skills

(Brown et al., 2011a). The goal of the first study was to

examine the potential of using location-based services

to teach route learning to students with disabilities.

Other essay:   About oral communication

Preparation for real-world problem solving

Gamification can support training and practice in

deploying cognitive skills essential for scientific

thinking, and also provide an apprenticeship in

thinking—and acting. (Bradley J. Morris et al., 2013)

Disability

Disabled people becoming angrier at their degree of

exclusion within society generally and the disablist

assumptions which inform the main belief about their

identity and abilities. The lack of disabled people’s

opinions and concerns is not because they have nothing

to say, but rather, that they are not encouraged or

given opportunities to speak (Len Barton, 2007).

Teaching the Disabled

Everybody agrees that teaching works best when it is

tailored to the student. But some people can struggle

behind classrooms, because of their poor performance

due to disability. But gamification can alter people’s

learning routine. The main goal of it is to motivate

people. It is possible to learn, when users want to

learn, and it makes things more exciting and appealing

(Matthew Lynch, 2016). Gamified learning turns

outdated and boring traditional education into

something more appealing that people will enjoy”,

because it will engage and reward users for their

efforts.

Game-Based-Learning

Examples

A few years back a New York

City school teacher made a

version of Minecraft for

schools called MinecraftEdu.

The elements of the classic

version were improved to

support the teaching

environment. Text blocks

were added so that teachers

could give students more

contexts about whatever

world they created (Sharbori

Chakraborty 2016).

Social Gamification

Video games, mostly, social games are becoming more

popular within the community and it has drawn some

significant attention as people saw its potential as

innovative teaching tools (Jorge Simões et al., 2013).

There is a form of education where we can have

innovative teaching tools since it can encourage people

Other essay:   Easy one pan meal for people woth disabilities

to become more interested and boost their self-esteem

or motivation.

Negative sides of Gamification

Not everything has a bright side and gamification is not

exception. Even though there is an increasing number

of how gamification has reputation. Thus, it looks like

that only few researchers are discussing the cons of

gamification in learning environments and how to avoid

it.

References

[1] Kai Huotari, Juho Hamari (October 03, 2012)

Defining gamification: a service marketing perspective

https://dl.acm.org/citation.cfm?id=2393137

[2] Alaa Al Marshedi, Vanissa Wanick, Gary B. Wills and

Ashok Ranchhod (2017)

Gamification and Behaviour

[3] Hamari, J., & Koivisto, J. (June 5–8, 2013) SOCIAL

MOTIVATIONS TO USE GAMIFICATION: AN EMPIRICAL

STUDY OF GAMIFYING EXERCISE

[4] Luis de-Marcos, Eva García-López, Antonio García-

Cabot (April 2016)

On the effectiveness of game-like and social

approaches in learning: Comparing educational gaming”,

gamification & social networking.

https://www.sciencedirect.com/science/article/pii/S036

0131515300981

[5] Sharbori Chakraborty (April 26, 2016)

https://www.infoprolearning.com/blog/differences-

between-games-game-based-learning-gamification/

[6] Len Barton (2007)

https://www.tandfonline.com/doi/pdf/10.1080/026746

49366780251?needAccess=true

[7] Bradley J. Morris1, Steve Croker, Corinne

Zimmerman, Devin Gill and Connie Romig (September

09, 2013)

https://www.frontiersin.org/articles/10.3389/fpsyg.201

3.00607/full

[8] Matthew Lynch (October 11, 2016)

https://blogs.edweek.org/edweek/education_futures/20

16/10/gamification_can_reinvigorate_teaching_and_lea

rning_an_introduction.html

[9] Sharbori Chakraborty (April 26, 2016)

https://www.infoprolearning.com/blog/differences-

between-games-game-based-learning-gamification/

[10] Jorge Simões; Rebeca Díaz Redondo and Ana

Fernández Vilas (March, 2013)

https://www.sciencedirect.com/science/article/pii/S074

7563212001574

[11] Fernando R. H. Andrade Riichiro Mizoguchi Seiji

Isotani (June 2, 2016)

https://link.springer.com/chapter/10.1007/978-3-319-

39583-8_17

[12] David Brown, Penny Standen, Maria Saridaki, Nick

Shopland, Elina Roinioti, Lindsay Evett, Simon

Grantham, Pauline Smith (2013)

Engaging Students with Intellectual Disabilities through

Games Based Learning and Related Technologies.

https://doi.org/10.1007/978-3-642-39194-1_66

https://dl.acm.org/citation.cfm?id=2393137

https://www.sciencedirect.com/science/article/pii/S0360131515300981

https://www.sciencedirect.com/science/article/pii/S0360131515300981

https://www.infoprolearning.com/blog/differences-between-games-game-based-learning-gamification/

https://www.infoprolearning.com/blog/differences-between-games-game-based-learning-gamification/

https://www.tandfonline.com/doi/pdf/10.1080/02674649366780251?needAccess=true

https://www.tandfonline.com/doi/pdf/10.1080/02674649366780251?needAccess=true

https://www.frontiersin.org/articles/10.3389/fpsyg.2013.00607/full

https://www.frontiersin.org/articles/10.3389/fpsyg.2013.00607/full

https://blogs.edweek.org/edweek/education_futures/2016/10/gamification_can_reinvigorate_teaching_and_learning_an_introduction.html

https://blogs.edweek.org/edweek/education_futures/2016/10/gamification_can_reinvigorate_teaching_and_learning_an_introduction.html

https://blogs.edweek.org/edweek/education_futures/2016/10/gamification_can_reinvigorate_teaching_and_learning_an_introduction.html

https://www.infoprolearning.com/blog/differences-between-games-game-based-learning-gamification/

https://www.infoprolearning.com/blog/differences-between-games-game-based-learning-gamification/

https://www.sciencedirect.com/science/article/pii/S0747563212001574

https://www.sciencedirect.com/science/article/pii/S0747563212001574

https://link.springer.com/chapter/10.1007/978-3-319-39583-8_17

https://link.springer.com/chapter/10.1007/978-3-319-39583-8_17

https://doi.org/10.1007/978-3-642-39194-1_66

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