Competition, socialization and fun, are some of the most important elements that characterize games; whether tabletop, electronic or traditional.
All of them end up generating feelings of involvement and involvement in the players. engagement that considerably improve the performance of players in different tasks that involve the game; and all, too, are present in an increasingly popular phenomenon: the gamification
The concept of “gamification” is born from the idea of achieving good results in work dynamics, implementing typical mechanics and techniques of games in contexts outside of them (Werbach & Hunter, 2012). It is important to note that, in gamification, the game is not about the purpose, but It is the means through which we manage to increase levels of concentration and involvement in the tasks in which this process is applied.
For example, gamification can be used in the work environment to increase the levels of involvement of workers in achieving organizational goals, or in the field of education with the aim of achieving a more fun educational process that allows students stay focused on study tasks longer (Brull & Finlayson, 2016).
In addition to the uses in these areas, a line of research is recently being developed that is premised on the implementation of these techniques and methodologies in medical contexts; It is generating very interesting results. For example, a study carried out by AlMarshedi, Wills and Ranchhod (2016) served to reinforce the idea that implementing a gamified framework in the self-management of chronic diseases, such as diabetes, improves the results obtained during this process, since it is carried out in a way, worth the expression, more conscientious
Elements of gamification
There are a large number of elements for gamification, and new techniques and new methodologies constantly emerge since it is a relatively young area of development and research (officially).
Among all the elements to gamify content, mechanics such as rewards, progression bars, rankings or achievements and social functions such as the inclusion of avatars in forums and chats stand out for their wide use and good results.
Rewards
In the case of reward principles, Thanks to them, it is possible to incentivize and reward users when they carry out actions that interest us. or when their results in different tasks are satisfactory.
This mechanic is very useful since in contexts, for example, educational ones, they act as reinforcers of shared knowledge behaviors, so that some users, to get more prizes, spend more time than they would normally spend creating content for the group.
Progression bars, rankings and achievements
Implement progression bars, rankings and achievements in gamification helps create a competitive model that produces high levels of motivation towards short-term objectives, usually more powerful than rewards.
In group contexts, furthermore, this competitive model is constantly fed back and reinforced by the actions of all the participants involved, which produces repeated behaviors to improve one’s own results with the aim of being higher in the ranking or achieving achievements than others. do not have.
Social functions
Finally, the social functions of gamification are a useful catalyst for the previous ones especially in online educational contexts.
These social features such as chats or forums allow members to interact based on personal needs; Some use them to publish their personal achievements, making others feel challenged and persevere in their tasks, and others use them to exchange impressions, experiences or to request help.
Types of players in gamification
There are different player profiles depending on the characteristics of their personality and the same occurs in the case of gamification. It is very important to know the different existing profiles since it can be of great help when gamifying some type of content, course or task, to make it closer and more attractive to the public to whom it is offered.
Erroneously, in gamification the theory of different player profiles is often used. batle (nineteen ninety six). Although the content of this theory can be relatively extrapolated to the field of gamification, with some qualifications, its use is usually literally extracted from this theory, which ends up leading to errors, since this list of player types is specifically focused on. to video game users.
In response to this bias, Amy Jo Kim (2012) published on their website a model similar to that of batle (1996) adapted to gamification and serious games processes. This model includes four types of typical players:
Compete
Profile of a player driven by the need to compete with others, performing a large number of social and self-improvement behaviors. Sometimes, this type of motivation may not be entirely efficient since it can generate conflictive or overly stressful situations.
Collaborate
Collaboration and collective actions are useful ways to socialize These profiles enjoy the feeling of “winning together” and are great external support for users who need support.
Explore
Exploring content, people, tools and worlds can be a rich and rewarding activity People who enjoy exploring are motivated by information, access and knowledge.
Express
This profile is strongly dedicated to self-expression with the aim of improving their skills and abilities by giving free rein to their creativity.
Despite seeming simple, this model is quite complex, since these four types of user form four axes through which the type of each player can be described in greater detail using what the author calls “Social Engagement Verbs”, which capture different motivational patterns situated between two of the types mentioned above.
In conclusion
As we have seen, Gamification is a process that is currently seeing its boom period It offers great possibilities in terms of education and the world of work and, in addition, promises great advances and advantages in the field of health and care.
However, there is a long way to go and only time will be the judge in charge of demonstrating whether the use of these techniques and methodologies are the key to the education and well-being of the generation of “Digital Natives”.
