Lista de publicações e posters aceites para a EDULEARN13  sobre "Games" e "Gamification": Oral presentations: BIM-BASED COMPUTER GAME FOR ACTIVE LEARNING IN CONSTRUCTIONJ. Kang, K. Kuncham CAN A FAILED SIMULATION GAME BE USEFUL FOR TEACHING ABOUT REALITY THAT AIMS TO SIMULATE? LEARNING EVOLUTION AND NATURAL SELECTION THROUGH SPORE VIDEO GAME IN A BIOLOGY CLASSD. Herrero CONTEXTUALLY-DRIVEN LEARNING EXPERIENCES FOR PROFESSIONAL LANGUAGE SKILL DEVELOPMENT THROUGH SERIOUS GAMESH. Tsalapatas, O. Heidmann, R. Alimisi, E. Houstis DESIGN CHOICES IN THE DEVELOPMENT OF AN ONCOBIOLOGY SERIOUS GAME FOR MEDICAL EDUCATIONA. C.R. Martins, F. G. Freitas, P. R. Gonçalves, R. Prada, J. M.P. Desterro, L. Costa, M. I. Crisóstomo DEVELOPMENT OF A SERIOUS GAME TO IMPROVE COMPUTER ASSEMBLY SKILLSR. Bourbia, M. Hadjeris, H. Seridi DEVELOPMENT OF AN EDUCATIONAL GAMES ASSESSMENT SYSTEMM. Mey Rodríguez, A. Bueno Villaverde DEVELOPMENT OF ONLINE EDUCATIONAL GAMES WITH AUGMENTED REALITYC. Kirner, T. Kirner DIGITAL GAMES´ EDUCATIONAL PRINCIPLES UTILISED IN E-LEARNING COURSESJ. Miškov EVALUATING LOGICAL THINKING DEVELOPMENT AMONG PRIMARY EDUCATION LEARNERS THROUGH PROGRAMMING GAMESH. Tsalapatas, E. Houstis, C. Karagiannidis FANCY BEING PRIME MINISTER? 10 DOWNING STREET - AN ECONOMIC POLICY NETWORK SIMULATION BY IE BUSINESS SCHOOL THE CONCEPTUALIZATION, DESIGN AND IMPLEMENTATION OF A SERIOUS GAMEM. Constantine GAMES ON MOBILE DEVICES TO SUPPORT PROBLEM BASED LEARNING PROCESSG. Putra, A. Puspaningrum METHODOLOGY FOR IN-GAME CERTIFICATION IN SERIOUS GAMESR. Baptista, A. Coelho, C. Vaz de Carvalho NEXT GENERATION INTERACTIVE SOCIAL SCIENCE GAMES ON WEB, TABLETS, AND SMARTPHONESR. Bodsky, S. Wang, T. Palfrey, W. Yuan THE BUSINESS GAME ECOMAN AS AN ALTERNATIVE DIDACTIC APPROACH TO PROMOTE ENTREPRENEURSHIPG. Walraevens, S. Kerremans THE HIDDEN ROOM: A 3-D ONLINE-GAME TO ENHANCE STUDENTS’ FOREIGN LANGUAGE ACQUISITION AND COMMUNICATIVE COMPETENCE BEYOND THE CLASSROOMA. Berns THIRD-PERSON EFFECT IN VIOLENT VIDEO GAMESO. Delialioglu, I. Bulut, S. Bakay Poster presentations: "LOSS OF MASS ADVENTURE" THE VIDEO GAME FOR A HEALTHY LIFE WITHOUT OBESITYL. Rangel Méndez, M.A. Medina Nieto, A.B. Urbina Najera, L.A. Sanchez Limon ARE KIDS AWARE OF BEING BULLIED OR OF BULLYING OTHER CHILDREN WHILST PLAYING VIDEO GAMES IN INTERNET CAFES?F. Cicek IMPROVING INTRODUCTORY PROGRAMMING USING SERIOUS GAMESW. Debabi, T. Bensebaa LOOKING FOR PATTERNS OF CONVERGENT DEVELOPMENT BETWEEN STUDENTS' MEANING-GENERATION AND LEARNING-TO-LEARN-TOGETHER PROCESSES WHILE THEY COLLABORATIVELY DESIGN THEIR 'SUSTAINABLE CITY' GAME MICROWORLDM. Daskolia, C. Kynigos TESTING A SERIOUS GAME FOR COMMUNICATING FOOD RISK TO YOUNG CONSUMERS: "A MYSTERIOUS POISONING"S. Crovato, G. Mascarello, A. Pinto, L. Ravarotto THE INTERACTIVE PHYSICS GAMED. Kawuloková, J. Krejčí Virtual presentations: AUGMENTING LEARNING WITH GAMESS. Padture ENHANCING SHARED SITUATIONAL AWARENESS WITH SIMULATION GAME SCENARIOSH. Lukosch, A. Verbraeck INFORMATION AUDIT TRAINING IN COMPUTER SCIENCE AS A SERIOUS GAMER. Perez-Castillo, M. Piattini LOM APPLICATION PROFILE TO DESCRIBE SERIOUS GAMES (LOM-SG)Y. El Borji, M. Khaldi NATURE LEAP - A PEDAGOGICAL GAME FOR PHYSICAL EXERCISE IN EARLY CHILDHOOD EDUCATIONS. Holck, P. Marjanen SUPPLY CHAIN SIMULATION-BASED SERIOUS GAME INTEGRATING OPTIMISATIONA. Tobail, A. Arisha URJC ECONOMETRIC GAME: A STRATEGY FOR TEACHING ECONOMETRICSM. Arrazola, J. de Hevia, I. Perrote, R. Sánchez Larrión USING ATTENTIONAL CUES WITH NOVICE PLAYERS IN AN INTERACTIVE SERIOUS GAMEJ. Vieira, N. Sousa, P. Soares, J.N. Oliveira WALKABOUT IP - AN APPROACH FOR LEARNING THROUGH CONTEXTUAL MOBILE GAMESF. Almeida, J. Lourenço, H. Bollaert, P. Possemiers INTRODUCING SOME GAMIFICATION FEATURES IN AN UNDERGRADUATE ENTREPRENEURSHIP COURSEF. Galan

Gamification can be used to accomplish a number of goals related to learning. As with any learning intervention, gamification is not the answer to every learning situation and to gamify all content or learner experiences does not make sense. Gamification is especially effective when it is used to encourage learners to progress through content, motivate action, influence behavior and drive innovation. (Karl Kapp).  (fonte da imagem) A partir do mote dado pela afirmação acima de Karl Kapp (num post publicado a 29 de abril), ficam aqui diversos links encontrados recentemente sobre a aplicação de gamification na educação e de game-based learning (GBL) e alguns exemplos reais de utilização destas abordagens. Gamification e GBL na Educação Gamifying the Classroom: 10 Inspiring Articles Gamification in Education Gamification and Education: Value Added or Lost? 7 Tips for a Game-Based Learning Success Top 10 Education Gamification Examples that will Change our Future The Best of TED for Teachers (TED Talks sobre educação em geral e também sobre GBL) 6 TED Talks on the Pluses of Gaming (mais TED Talks) Gamification e GBL na Prática Professor Cliff Lampe Talks About Gamification in Academia (Video): um exemplo de aplicação de gamification num curso com 200 alunos da Universidade do Michigan. ‘Learning is just another word for fun, under optimal conditions’ [Case Study]: relato de uma experiência de aplicação de gamification num evento para formadores. SuperFunner Turns the Classroom into a Video Game: descrição de uma transformação de uma sala de aula num jogo - SuperFunner. WoWinSchool - slides de uma apresentação de um ambiente do tipo World of Warcraft na sala de aula. Estão disponíveis mais detalhes. World of Classcraft - outra experiência baseada no World of Warcraft (já mencionada aqui). Gamified Classroom? - mais um exemplo baseado no World of Warcraft: World of ScienceCraft. How I turned my classroom into a ‘living video game’—and saw achievement soar: uma experiência no ensino básico.  

Gammify: The World’s Largest Gamification Challenge é uma competição aberta (já se pode fazer um pré-registo) a todos os interessados no tema: Gammify is the 2013 Gamification World Championships, a fun, innovative and professional competition for students and professionals to develop their skill and understanding of the rapidly growing field of Gamification. Competitors from over 100 countries will take part with competition Finals held in San Francisco, USA.  Não é claro quem é que organiza esta competição nem que tipo de adesão pode ter. No entanto, os elementos já conhecidos do júri são nomes de referência na área. Um avento a aguardar.

Paper accepted (with revision) for Challenges 2013 Conference: "Proposta de Modelo de Referência para Aplicação de Gamification em Ambientes de Aprendizagem Social". Abstract: Gamification is the application of  typical elements from video games in non-gaming contexts aiming to increase the levels of engagement and motivation of the participants in activities in those contexts. The ways to achieve this objective have been supported by the flow theory, among others. Education is considered one of the areas with greatest potential for the application of gamification. The increasing use of information and communication technologies in educational contexts and the recognition of the pedagogical potential of Web 2.0 applications, made learning supporting platforms good candidates for the application of game elements, particularly from social games. Choosing which elements to consider and how to apply them led to the necessity of defining a framewok to assist the application of gamification. This paper presents a proposal of such a framework following previous work that has identified its general characteristics.  Keywords: Gamification, game elements, flow theory, social learning environments, framework Autores: Jorge Simões, Rebeca Redondo, Ana Vilas, Ademar Aguiar.

Motivation, clear objectives, critical thinking about consequences, and instant and abundant feedback are all elements of the best learning experiences. These are also elements of the best games. There is momentum behind games in education, including a large number of teachers who are using games like Minecraft and Civilizaton or gamifying their classroom to teach core concepts and develop 21st century skills. Visit http://bit.ly/13ZoI60 to access the recording of the May 20 webinar.Some important issues to mention:games: games are fun and include story, character, goal, obstacules, feedback, levels. game mechanics vs learning principles.multiple intelligences.flow theory. video with interventions from James Gee and Clark Aldrich, among others. types of games: simple games, simulated environments and adventure worlds (benefits, limitations of each). gamification as the concept of applying game-design thinking to non-game applications to make them more fun and engaging.An interesting quote:The worst thing kids can say about a homework is that it's too hard. The worst thing they can say about a game is that it's too easy (Dr. Henry Jenkins).In short, the presentation is interesting but adds nothing really new.

Anúncio de um colóquio sobre perspetivas críticas na aplicação de gamification no contexto de estudos empresariais (a tradução pode ser discutível).Este anúncio chegou por mail através de Sebastian Deterding da Gamification Research Network. Não são conhecidos mais pormenores sobre o evento nem parece existir ainda um website de suporte.Para além do anúncio, vale a pena ler o resumo que é feito sobre a origem e evolução do conceito de gamification como pontos de partida para as perspetivas críticas pretendidas quando ao seu futuro. Os organizadores do colóquio aparentam integrar a corrente dos investigadores sobre o tema da gamification que são oriundos da área do marketing.Eis o anúncio, tal como chegou:The theme for this colloquium is critical perspectives on gamification within a context of business studies. It is arranged by Peter Zackariasson, Mikolaj Dymek and Johan Hagberg, and is hosted by University of Gothenburg, School of Business, Economics and Law at the 22nd of November, 2013.Purportedly coined already as early as 2002 by game developer Nick Pelling, the notion of "gamification" has only gained attention during the last couple of years. Without a paradigmatic definition, a common and tentative viewpoint is that gamification involves the use of game mechanics in "non-game" contexts. Although lacking in stringency this perspective has spawned a global gamification frenzy. A Google Trends query indicates a dramatic surge in popularity at the end of 2010, and interest continues its growth to this date. In 2011 it was termed the hottest digital trend at the immensely influential SXSW festival. Exceptionally popular presentations at the prominent TED Conferences by gamificiation gurus such as Gabe Zichermann, Jane McGonigal, Tom Chatfield and others, have inspired a plethora of software applications, services, campaigns, products and communication strategies that all claim to be part of the gamification movement. These gamification applications have been implemented in an impressing range of fields ranging from weight loss, education, journalism, loyalty programmes through marketing campaigns, exercising, language learning to social networks and corporate intranets. More specifically within a business context efforts have been made within marketing, project management, education, internal communication, health care and human resource management.The gamification trend has primarily been picked up by the IT industry - often entrepreneurial Internet startups predominantly outside the sphere of the traditional video game industry. A trailblazer in this context has been the immensely successful case of Foursquare - a location-based social network for smartphone users. Using game mechanics Foursquare has during less than four years motivated over 30 million users to "check in" in millions of places around the world. This gamification implementation has generated one of the world’s most comprehensive, and most updated, local commerce directory. Unlike other local services (Yelp, Google Local, Qype, etc.) ratings and recommendations are not based on anonymous voting scores (which can easily be manipulated), but on real check ins, i.e. consumer movements verified by GPS functionality and Foursquare app. However, lately Foursquare has been heavily criticised in media for not generating revenues, floundering popularity and that its business model does not offer easy "monetisation" as advertisements and paid listings would corrupt the neutrality of Foursquare’s recommendations.As the Foursquare service is being developed into a less gamified interface, critical voices are being raised that this vindicates the end of the entire gamification trend. A trend that was more about hyperbole, gamification gurus and catchy slogans, than it was about expanding the realm of the game medium. Critics have accused gamification implementations to be superficial and excessively uniform based on points, badges and leaderboards, so-called "badgification". Not only is the gamification concept being questioned by (IT) industry professionals, but game developers and game theorists are heavily criticising the notion as well. Large parts of the (hardcore) gamer community have never really embraced the gamification trend since it indirectly posits game development outside of their domain ("non-game" contexts).Foursquare, the poster child of the gamification trend, is at a crossroads. We will use this turning point as a stepping stone for focusing a well-deserved critical perspective on the gamification trend, and particularly applications within a business studies context. Multiple issues are being raised about both practical and theoretical value of gamification in studies of consumers, markets, organizations, or other areas in business studies. We invite theoretical as well as practical papers, within a business context, on the following topics:
Can gamification be stringently defined, separated analytically from "conventional" approaches in business studies? What are the theoretical perspectives, from games studies/new media/digital literature studies, on the gamification trend - and how does this influence business studies? How do we critically analyse the claims of the gamification acolytes and their numerous easy-digestible "airport" business publications ?
 Critical and empirical analysis of successful, or unsuccessful, cases of gamification in business settings such as marketing, project management, education, internal communication, health care and human resource management
 Empirical accounts of gamification production
 How can the business use of gamification be evaluated? Can gamification be analysed using established frameworks within economics such as game theory, behavioural economics, management control systems and others that analyse economic behaviour using notions of rules, rewards and evaluations?
 How does gamification relate to management/organisation theory?
 What are the (business) ethical consequences of gamifying employee or customer activity? 
In other words: what is the future of gamification in a business setting? Submit an extended abstract (1000 words), plus a short bio to Peter Zackariasson (peter.zackariasson@handels.gu.se). Deadline for the abstract is August 31.

Some recent links about gamification of education:-  4 Ways To Bring Gamification of Education To Your Classroom (from TopHat): some ways to use gamification in the classroom."Games, in any form, increase motivation through engagement. Nowhere else is this more important than education."- Game on? The use of gamification in e-learning (from Aurion Learning)" ... gamification in learning is the use of game mechanics to ‘gamify’ content to engage and entice users by encouraging and rewarding use.""What does the successful application of gamification in e-learning look like?1. Gamification isn’t about games, but the learners.2. It isn’t about knowledge but behaviour.3. It extracts the motivational techniques out of games and uses them for life-applicable learning.4. It allows quick feedback of progress and communications of goals that need to be accomplished."... and a new definition for gamification in learning contexts, from Razvan Rughinis in Gamification for Productive Interaction, Reading and Working with the Gamification Debate in Education (see this other post) presented at CISTI 2013 (proceedings available):"Gamification in learning contexts represents simple gameplay to support productive interaction for expected types of learners and instructors."

A list of the next gamification events shared among GamFed members:Game Industry trends 2013 in Poland on September 12th and 13th Gamifiers event in London on September 18th  GSummitX in New York on September 10th Enterprise gamification Forum 2013 in New York (Sept) Gamified.in - Oct 4th  Gamified conference in Munich on October 18

Gamification and Big Data walk along together (see this other post about the Horizon Report 2013 - Higher Education Edition and also Four Approaches to Collecting Data in Gamified Systems). It is also worth to look at what Gartner predicts about the future of these two technologies. In the 2013 edition of Gartner's Hype Cycle for Emerging Technologies (which I got from here, a link shared by Andrzej Marczewski) and in the 2012 edition we can see how the two technologies are evolving. They are now both at the top of the "peak of inflated expectations" (Gamification is a little ahead). They have an horizon of 5 to 10 years to reach the "plateau of productivity" (in 2012, Big Data was in the 2 to 5 years horizon).Hype Cycle for Emerging Technologies 2012 Hype Cycle for Emerging Technologies 2013And to end, a funny video about how gamification is already part of our lives ... The video is from Designing Digitally, a company providing solutions for E-Learning programs, 3D training simulations and virtual worlds development.

Could be interesting ...Call for papers for "Rethinking Gamification"a handbook edited by 
Mathias Fuchs, Niklas Schrape, Sonia Fizek and Paolo Ruffino.The Gamification Lab at the Centre for Digital Cultures in Lüneburg, Germany,  invites scholars, artists, designers and thinkers to critically question gamification and propose alternatives to the dominant models that have been framing this concept. The project will expand the outcome of the Rethinking Gamification workshop held in May 2013 at the Gamification Lab in Lüneburg, which involved a group of 15 international scholars and artists.We expect proposals to critically analyse gamification. If interested, please send extended abstracts (1.000 words) for full length papers (8.000 words), to be completed (if accepted) by mid-December 2013. The final papers will be published in Spring 2014.It is also worth to see the videos on Gamification Lab website and the related papers. They are contributions for the workshop Rethinking Gamification that took place on May 2013. One of the papers is from Scott Nicholson: Exploring the Endgame of Gamification. He has beem working on meaningful gamification (see this other post) and he has his own RECIPE:Reflection - creating situations where users reflect to discover personal connections with the real-world setting;Exposition - using narrative and user-created stories to create deeper connections to the real-world setting;Choice - allowing the user to select paths and develop goals within the real-worldsetting that are more meaningful to him or her;Information - providing the user with information about the connections between the gamification activities and the real-world setting;Play - creating a safe space and set of boundaries where the user can choose how he or she wishes to engage with different gamification activities in the real-world setting;Engagement - using the gamification system to connect users to a community of practice that surrounds the real-world setting.