A Proposal of an instructional design model for gamified learning environments: Geld model

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2015
Aldemir, Tuğçe
This study is an attempt to develop an instructional design model for gamified learning environments. It is hoped that the model developed in this study could be used as a guide in designing a gamified instructional environment. The main contention of the study is that combining the methods of the traditional teaching with the methods made possible by the computer age would open up new possibilities to enhance the motivations of learners. Technological changes since the last decade of the 20th century has generated new learning needs that the traditional face-to face education is not capable of meeting. By proposing a model for gamified learning environments this study aims to solve the motivation and engagement problems of the current learners in traditional learning settings. In the study, a face-to face method with the integration of an interface in which learners can read the content, solve the challenges, earn badges, communicate with each and the instructor, and see their points, leaderboards, announcement for them has been utilised. Moving from these premises this formative research study attempts to develop a model that could be used in a learning environment with the main aim of enhancing student motivation through the gamification of courses. In the course used as a case study gamification was integrated into it as an essential element. Thus the study has used empirical material generated in a real life situation. In the production of this model the study evaluated a gamified learning environment throughout the 2014-15 academic year by means of collecting data based on observations, interviews and documents. The participants were pre-service teachers from the Departments of Early Childhood Education and Foreign Language Education in a university in Turkey. Observations and document collections were made with the total of 118 volunteers and four sets of interviews were conducted with 42 volunteer participants. The results showed that the characteristics of a gamified learning environment and the elements of this environment together formed the GELD model in which the lines between the elements and the categories were fuzzy and these elements and the categories were intertwined. On the basis of these results, some main principles were produced in order to provide guidance for the gamification of a learning environment.