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This formative research study is an attempt to develop a design model for gamifiedlearning experiences situated in real-life educational contexts. This chapter reportson the overall gamification model with the emphasis on the contexts and theirinteractions. With this focus, this chapter aims to posit an alternative perspective toexisting gamification design praxis in education which mainly focuses on separategame elements, by arguing that designing a gamified learning experience needs asystematic approach with considerations of the interrelated dimensions and theirinterplays. The study was conducted throughout the 2014-15 academic year, andthe data were collected from two separate groups of pre-service teachers throughobservations and document collections (n=118) and four sets of interviews (n=42).The resultsshowed that gamification design hasintertwined componentsthatform afuzzy design model: GELD. The findings also support the complex and the dynamicnature of gamified learning design, and the need for a more systematic approach todesign and development of such experience |
