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The Analysis of Selected Motivational Mechanisms in Gamification of Higher Education

100%
Skok K.
Kultura i Edukacja
|
2022
|
issue 4(138)
186-201
EN
One of the innovative perspectives to increase student involvement is gamification. The article aims to analyse selected motivational mechanisms in the context of gamification tools. The pragmatic nature of students (obtaining a better final grade, improving the organisation of the learning process) is compared with players’ experiences and the offered gamification models. While students’ goals relate mainly to effectiveness (study certificates, practical skills and knowledge with minimum effort), games are process-oriented (fun, engagement). The paper states that the differences may be apparent and proposes motivational tools that can make learners’ experience resemble players’ one. Particular attention is paid to the art of failure, autonomy, community and mandatory fun, which are discussed from the perspective of the theory of self-determination (competence, autonomy, relatedness) and cognitive dissonance (effort justification, insufficient punishment, counter-attitudinal advocacy paradigm). The article advocates voluntary participation or at least the choice of different educational paths and tools. Secondly, the paper encourages implementing features enabling students stress-free freedom to experiment and experience failure.
2
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Uncertainty in games – potential benefits and disadvantages

100%
Skok K.
Homo Ludens
|
2020
|
issue 1(13)
223-240
PL
Celem artykułu jest wskazanie różnych typów niepewności w grze, a także ich umiejscowienie w kontekście badań neurofizjologicznych oraz wybranych teorii motywacyjnych. Analizowane są elementy: 1) czystej losowości (hazard i ślepy traf), generowanej przez system; 2) zaprogramowanej złożoności reakcji sztucznej inteligencji; oraz 3) te, które na poziomie taktycznym lub strategicznym związane są z czynnikiem ludzkim. Szczegółowo omówione jest zastosowanie reguł umożliwiających grę wykorzystującą siłę psychiki. Konkluzja prezentuje zyski i straty płynące z potencjalnego wzbogacenia gier o czynniki wytwarzające poczucie niepewności.
EN
The aim of the article is to indicate different types of uncertainty in games and to present them in the light of neurophysiological research and selected theories of motivation. The paper analyses pure, systemgenerated randomness (gambling and accidental luck), game complexity, and elements that relate on a tactical or strategic level to the human factor. In particular, the application of rules enabling games based on the power of the mind is discussed. The article concludes with the presentation of benefits and disadvantages following the potential implementation of elements inducing uncertainty.
3
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Facebook as a Learning Tool – Quantitative Analysis of Classes Conducted via Facebook

63%
Skok K., Iwaniuk M.
Kultura i Edukacja
|
2024
|
issue 4(146)
153-172
EN
Young people are increasingly engaging in contacts via social media. Although this activity is primarily a form of entertainment, students also treat social media as a learning-supporting tool. The aim of the studies presented in this paper was to determine whether using Facebook as an e-learning platform brings satisfying academic performance. Additionally, the application of the gamification feature was examined. Two quasi-experiments were conducted in which some of the subjects took part in traditional classes, while others participated in asynchronous classes conducted on social media. The results of the first experiment demonstrated that a Facebook-run e-learning course contributed to higher grades, while the second experiment showed the opposite effect. Gamification had a neutral or negative impact on the grades. The results are discussed in the context of differences between the designs of the two Facebook courses. The paper makes suggestions for future SNS-based or SNS-assisted classes. It is proposed to use informational feedback instead of a controlling one. Additionally, the use of team work is encouraged. The discussion includes a reflection on students’ autonomy.
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