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A Systematic Design Model for Gamified Learning Environments: GELD Model

A Systematic Design Model for Gamified Learning Environments: GELD Model

Tugce Aldemir, Amine Hatun Ataş, Berkan Celik
Copyright: © 2019 |Pages: 27
ISBN13: 9781522560265|ISBN10: 1522560262|ISBN13 Softcover: 9781522588481|EISBN13: 9781522560272
DOI: 10.4018/978-1-5225-6026-5.ch002
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MLA

Aldemir, Tugce, et al. "A Systematic Design Model for Gamified Learning Environments: GELD Model." Design, Motivation, and Frameworks in Game-Based Learning, edited by Wee Hoe Tan, IGI Global, 2019, pp. 30-56. https://doi.org/10.4018/978-1-5225-6026-5.ch002

APA

Aldemir, T., Ataş, A. H., & Celik, B. (2019). A Systematic Design Model for Gamified Learning Environments: GELD Model. In W. Tan (Ed.), Design, Motivation, and Frameworks in Game-Based Learning (pp. 30-56). IGI Global. https://doi.org/10.4018/978-1-5225-6026-5.ch002

Chicago

Aldemir, Tugce, Amine Hatun Ataş, and Berkan Celik. "A Systematic Design Model for Gamified Learning Environments: GELD Model." In Design, Motivation, and Frameworks in Game-Based Learning, edited by Wee Hoe Tan, 30-56. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6026-5.ch002

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Abstract

This formative research study is an attempt to develop a design model for gamified learning experiences situated in real-life educational contexts. This chapter reports on the overall gamification model with the emphasis on the contexts and their interactions. With this focus, this chapter aims to posit an alternative perspective to existing gamification design praxis in education which mainly focuses on separate game elements, by arguing that designing a gamified learning experience needs a systematic approach with considerations of the interrelated dimensions and their interplays. The study was conducted throughout the 2014-15 academic year, and the data were collected from two separate groups of pre-service teachers through observations and document collections (n=118) and four sets of interviews (n=42). The results showed that gamification design has intertwined components that form a fuzzy design model: GELD. The findings also support the complex and the dynamic nature of gamified learning design, and the need for a more systematic approach to design and development of such experiences.

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