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Abstract
The pre-Socratic Greek philosopher Anaxagoras was a proponent of the theory that in all things there are parts of all other things, and that it must be considered that everything was in everything else. In the derived sense, it can be said that, since everything is contained in everything else, then anything can be explained through anything else. In the applied sense, this would mean that the elements of one thing can be applied to any other thing, and the phenomenon of gamification confirms the claim of this ancient philosopher. Widely and directly applicable as rarely any other thing, gamification, that is, the application of elements and principles from video games (or games in general) in non-gaming environments, has become one of the most sought after new technological solutions. Its application is extremely wide - from security services and business, all the way to the focus of this paper, which is the process of learning and education. The aim of this paper is to research the phenomenon of gamification of education, by defining and determining the factors and elements of that process, and then, by analyzing examples of practical application of this phenomenon, give an evaluation of the current situation, with a projection of the further development of this increasingly important phenomenon.
Highlights
In one of our earlier papers on gamification, in Heidegger's ontological sense, we have defined this phenomenon as a product obtained by implanting existential components and the Aleksandar M
We define gamification as a phenomenon that occurs when something is implanted in a video game as an ontological abiotic substrate, which does not otherwise belong to the game corpus, but something that is compatible with the being of the video game
Friedrich Nietzsche believed that the game should be left, that in peace, free from everything and everyone, it exists without goal and purpose, because the less we involve the game in other life aspirations, and the more it takes place without purpose, “the sooner we find a small, but complete happiness” (Niče 1983)
Summary
In one of our earlier papers on gamification (see more: Bjelajac and Filipović 2019), in Heidegger's ontological sense, we have defined this phenomenon as a product obtained by implanting existential components and the Aleksandar M. Principles of the existence of video games[1] in different areas of life in which games, a priori, should not and could not have a place One of those areas in which the application of gamification may have gone the furthest is education. Compatibility is necessary here so that, otherwise, the proud, malicious and self-sufficient being of the video game would not reject that something as a body foreign to the being itself In this multifaceted symbiosis, video game is always necessary, the foundation or carrier on which other phenomena are built, and the most important part of the common symbiotic organism, a part that creates and maintains coexistence and essentially participates in the essence of being new phenomena, which as integral parts of the video game corpus, live their new and different lives, achieving easier and faster results due to which they otherwise exist. Gamification, that is, applied video game, is a planetary trend today and is increasingly represented and necessary in areas such as economics, marketing, art, sports, politics, education, upbringing, military sciences, etc
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