Gamification in e-learning has become more popular nowadays, especially with an increasing demand for digital learning during the pandemic. Indeed, the benefits are apparent. Gamification creates engaging and interactive ways of learning and practicing a skill, which contribute to learner motivation. This study aims to examine the limits of gamification in e-learning. If we look closer at its mechanisms, gamified learning is still a challenging method for learners. Too many gamification elements in e-learning could lead to addictive behavior and other psychological issues. So, in attempt to understand and discuss the impacts and limits of those mechanisms in e-learning, we interrogated Duolingo users on their learning experience in the application and their thoughts of in-app gamification elements. The results showed that overall, most of the interviewees felt they had a relatively positive learning experience with Duolingo but showed alternating periods of strong engagement and total disengagement. The Duolingo gamification mechanisms that seem to be the most effective are the progress bar system, the quizzes and the streak system.
According to the Oxford dictionary, gamification “is the application of typical elements of game playing”, such as point scoring, competition with others or rules of play, to other areas of activity to encourage engagement. Gamification is a critical methodology in education and yet, many consider its implementation as a mere source of entertainment. Our modern society has been drastically influenced by the technological revolution that began in the late 1990’s. New forms of training have emerged, in the shape of Massive Open Online Courses (MOOCs) or e-learning courses hosted on Learning Management Systems (LMS).
This article explores the use of gamification in e-learning for professional training. It aims to shed some light on the underlying causes, the needs, and the reasons behind its implementation. It also analyses the motives that provoke skepticism on some people’s part and why some companies are therefore reluctant to invest in this type of training.
In addition to readings from experts, we interviewed specialists, and we conducted our own research comparing a gamified e-learning deliverable with its standard equivalent and analyzed their completion rates. We discovered that the learners who followed the standard course were not totally put off by the lack of game elements.
Alizée Caudron, Auriane Desbois, Samantha Neller, Julia Ory
This article deals with how innovation has revolutionized current teaching methods, especially from the point of view of the people creating educational content. There are three main steps to creating good training materials: targeting, designing and broadcasting. The first step, targeting, consists in analyzing the training project before its conception, by targeting the audience and preparing the content, in order to set up the best learning strategy. The second step is designing. Today’s technology gives instructional designers an array of different ways to create and present learning content. In addition to the attractiveness and the physical aspect of training materials which is now crucial, technologies such as 3D, games or Big Data also influence training designers’ work as well as learners’ opinions on learning. The final step is broadcasting. This part of the training material producing process is probably the most innovative of all. Indeed, nowadays new broadcasting methods keep appearing every single day. From Learning Management Sytems to the “Bring Your Own Device”, connected learners have a multitude of ways to access the educational material at their disposal.
This article aims at demonstrating how new media offer different ways of learning that fully involve learners. Controversy mapping, 3D animations and gaming make learners able to better express themselves and to progress at their own pace. This new learning process involves a certain adaptability to change from learners and educators. Due to a major shift in communication, learners are willing and able to learn by themselves. We will expose the huge contrast between the traditional ways of learning and the new ways that new media bring. These new learning media help better manage information overload, improve position stand in public space, and add interactivity. Thanks to them, deep transformations are led: learners become self-learners and benefit from customized teaching enabled by bottom-up education – and therefore become more and more active in their cognitive experience.