Co-Creation of Innovative Gamification Based Learning: A Case of Synchronous Partnership

Nicholas Dacre, Vasilis Gkogkidis and Peter Jenkins

Papers from arXiv.org

Abstract: In higher education, gamification offers the prospect of providing a pivotal shift from traditional asynchronous forms of engagement, to developing methods to foster greater levels of synchronous interactivity and partnership between and amongst teaching and learning stakeholders. The small vein of research that focuses on gamification in teaching and learning contexts, has mainly focused on the implementation of pre-determined game elements. This approach reflects a largely asynchronous approach to the development of learning practices in educational settings, thereby limiting stakeholder engagement in their design and adoption. Therefore, we draw on the theory of co-creation to examine the development process of gamification-based learning as a synchronous partnership between and amongst teaching and learning stakeholders. Empirical insights suggest that students gain a greater sense of partnership and inclusivity as part of a synchronous co-creation gamification-based learning development and implementation process.

Date: 2021-03, Revised 2021-04
New Economics Papers: this item is included in nep-cse
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://arxiv.org/pdf/2103.13273 Latest version (application/pdf)

Related works:
Working Paper: Co-Creation of Innovative Gamification Based Learning: A Case of Synchronous Partnership (2021)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:arx:papers:2103.13273

Access Statistics for this paper

More papers in Papers from arXiv.org
Bibliographic data for series maintained by arXiv administrators ().