Gamification in E-Learning and Sustainability: A Theoretical Framework

Renata Pereira Oliveira,Wallice Medeiros De Souza,Augusto Da Cunha Reis,Cristina Gomes De Souza

doi:10.3390/su132111945

Renata Pereira Oliveira, Wallice Medeiros De Souza + Show 2 more

Open Access

https://doi.org/10.3390/su132111945

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Abstract

Progress in communication technologies and social isolation caused by the COVID-19 pandemic have supported the acceptance of e-learning. In the e-learning context, gamification has been identified as one of the most promising trends. Many researchers believe in the game elements’ capacity to drive learning, skills acquisition, and changes for more sustainable behavior. However, the literature on the subject is dispersed, addressing behavioral attitudes and elements in an isolated and fragmented way. This study aims to present a framework relating game elements to behavioral attitudes to promote sustainability and ensure quality of learning. The methodology is based on a systematic literature review using the PRISMA protocol, covering the content analysis of 130 articles indexed in the Web of Science database. For the framework construction, the following were identified: behavioral attitudes stimulated by gamification; main game elements and how they relate to each other. Based on this, a framework called 7GOALS (Gamification-Oriented Active Learning Steps) associated with the PDCA (Plan, Do, Check, Act) was established. The proposed structure is multidisciplinary and can be used in any knowledge field that uses gamification. With this, themes such as sustainability can be widely disseminated and leverage changes towards more sustainable behaviors that adhere to the real world.

Highlights

The 21st-century information technology revolution has affected the economic, social, and educational spheres of society
Due to the social isolation caused by the COVID-19 pandemic, educators have been being forced to find alternatives for teaching by adopting and disseminating new technologies aimed at online education, which reinforces this trend
This study is a systematic literature review based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol [57–59]

Summary

Introduction

The 21st-century information technology revolution has affected the economic, social, and educational spheres of society. The most distinguishable change was the integration of computers and information and communication technologies (ICT). In the teaching and learning processes to help active education and achieve goals [1]. The proliferation of enabling learning technologies worldwide and the boom in information has caused e-learning to become more accessible, being pointed out as a trend in the educational field [2–4]. Due to the social isolation caused by the COVID-19 pandemic, educators have been being forced to find alternatives for teaching by adopting and disseminating new technologies aimed at online education, which reinforces this trend. Practices, and theories are emerging in the educational technology, such as gamification [5–7]. Gamification refers to applying game design aspects in nongaming contexts to increase engagement, motivation and improve task performance [8–13]

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