A Theoretical Framework for Gamified Learning
Sridevi Nair1, Jain Mathew2
1Sridevi Nair, Research Scholar at the Department of Management Studies, CHRIST.
2Dr. Jain Mathew, Human Resource Department of Management Studies, CHRIST.
Manuscript received on September 16, 2019. | Revised Manuscript received on 24 September, 2019. | Manuscript published on October 10, 2019. | PP: 54-57 | Volume-8 Issue-12, October 2019. | Retrieval Number: L30321081219/2019©BEIESP | DOI: 10.35940/ijitee.L3032.1081219
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The term ‘gamified’ has been applied to a large number of processes in the organization. Marketing professionals have attempted to gamify customer experiences, while human resource managers have attempted to gamify employee processes like recruitment and onboarding. Being a powerful driver for goal-oriented behavioural change, gamification has the potential to revolutionise the way people work, collaborate, and develop. However, the application of gamification has met with limited success in the organization. Researchers have attributed this lack of success to incomplete understanding of the concept. The current study reviews literature in the area of Gamification in an attempt to arrive at a conceptual model explaining how gamification drives learning. The model proposed in this study is simple and draws from key theories related to Learning and use of technology. The purpose of the review is to provide a base for future researchers and a basic understanding for practitioners attempting to introduce gamified learning.
Keywords: Gamification, Learning, Theoretical Framework, Review.
Scope of the Article: Patterns and Frameworks