Abstract
This paper is part of a master‘s thesis which dealt with implementation of gamification in an online course offered by Judicial School at São Paulo Regional Labour Court. The question of this paper is to review relevant literature about benefits and pitfalls of gamification in learning contexts to propose a framework for implementing gamification in Moodle 2.5. The objective of this paper is to compare the creation of a framework of an online course without game elements with its gamified version with elements that can motivate and engage people in online learning contexts, such as activity completion, restricted access, progress bar block, badges, and jeopardy-like quizzes. After implementing these features in an existing online course without gamification, the main results are that it is feasible to implement simple game mechanics in Moodle 2.5, although it takes a long time to create some of them, such as badges, and it is mandatory to have knowledge of development if the course demands Moodle documentation to create a more complex gamification block.
Highlights
The aim of this paper is to present our view of how the implementation of gamification in online course should occur, comparing it with our course “Healthy eating for a healthy life”, developed in Moodle without gamification
This paper proposes a framework to apply structural gamification in Moodle 2.5 for online training of members and civil servants from TRT-2
The main conclusions of the work are (1) Moodle 2.5 has the following features to gamify an online course: activity completion, restricted access, progress bar block, badges, score and gradebook
Summary
For thousands of years games have existed in human civilization. Games have been used as simulations Before we can advance to a situation where virtual reality will provide a mean to create rich and engaging scenarios for procedural and declarative learning, it is worth considering that the simple use of basic engaging tactics from the video game world may prove to be of value As we assume, such strategy called ‘gamification’ has the merit to introduce at least one of the powerful mindsets aids that will lead future education: the induction of learning as a process that is independent of meta-cognition; that is, as a process that evolves without the necessity of thinking about what is exactly being learnt at that moment (which is critical in traditional education). Sections are organized as follows: section 2 presents some findi g ings and theory about elements that can motivate and engage people in o s learning contexts, among them rewards, immediate feedback, and leaderboards, whereas section 3 shows how these elements can be included in Moodle in a way to contribute positively to the learning experience compared with the framework without gamification
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