Internet Learning Volume 4, Number 2, Fall 2015 | Page 87

Gamification Challenges and a Case Study in Online Learning
Table 1
Method descriptors from gamification definitions in peer-reviewed empirical studies
Grossman, and Fitzmaurice (2012) define
it in terms of video-game elements used in
non-game situations. Both studies employ
a similar method in its definition (game
elements vs. video-game elements) and a
similar context (non-game applications
vs. non-game situations). To explore
these commonalities, the authors of this
research study examined 47 peer-reviewed,
empirical studies that were included in
two meta-analyses (Seaborn 2015, Hamari,
et al. 2014). Most of the 47 studies were
obtained from the reference section of
the meta-analyses using Google Scholar.
Thirteen of the referenced studies were not
available from Google Scholar and were
retrieved electronically from the University
of Colorado, Colorado Springs library
computer system. Of these studies, 18 were
excluded because they lacked a discernable
definition of gamification. The definitional
terms used in the remaining 29 articles
were divided into three categories: method,
context, and purpose.
In this definition, the term game
design elements (GDE) is not
intended to describe a single
method
Defining Gamification by Method
A matrix of the method descriptors
used in the 29 papers is shown in Table 1.
There is significant commonality in these
methods, but this commonality becomes
even more apparent when viewed through
the lens of the gamification definition
proposed by Deterding, Khaled, Nacke, and
Dixon (2011, p. 2): “the use of game design
elements in non-game contexts.”
In this definition, the term game
design elements (GDE) is not intended to
describe a single method, as was Denny’s
game elements. Instead, it incorporates
five distinct GDE levels to be applied in
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