The COVID-19 pandemic and the quarantine that accompanied it determined radical changes in educational activities: education moved from real spaces such as classrooms, course halls or even universities to virtual ones like e-learning platforms. The gamification technique was one of the tools employed to support these new learning practices. Nevertheless, the way in which it is used and the mechanics used to implement it can have different impacts on users’ perception. Go here ค้นพบ UFABET เข้าสู่ระบบ ที่ www.UFABET.com

In this article, we analyse the use of gamification in e-learning using an extended conception of the interface: a network of actors that goes beyond the interface as a single video gaming device (console, PC etc.). This approach, which we call the ‘interface-centred approach’, challenges instrumental conceptions that reduce the interface to a simple tool and allows us to better understand what can be considered as a game element in an online video gaming environment.

Exploring the Interface Between Online Gaming and E-Learning

In the articles analysed in this article, the following game elements are mentioned: badges, achievements, levels, avatars and feedback. All of them are associated with the user’s motivation, engagement and enjoyment on a gamified e-learning platform. However, the extent to which they are able to achieve these effects depends on how well they are aligned with users’ expectations and the e-learning platform characteristics. In particular, the level of difficulty of a challenge’s task and the way in which it is presented determines the users’ satisfaction and attitude towards the e-learning platform. It is therefore important to properly evaluate the selection, design and implementation of a given game element.