Gamifiying Wikipedia?

• Autores: Jorge Oceja, Ángel Obregón Sierra
• Localización: , págs. 504-511
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
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  • lthough the term gamification may sound a little old-fashioned (Fuchs, Fizek & Ruffino, 2014), the use of game elements in non-game contexts has become familiar to us in recent years. Situations in which we are asked to set a happy (or sad) face as a rating for the cleaning service in a public toilet, or in which teachers award points and badges to their students through apps such as ClassDojo, remind us that we live in what Raessens (2006) defined as a ludification of culture. Even in this current edition of the ECGBL programme, 17 works include in their title one of the terms gamification, gamified or gamifying. Several authors have sought to identify the origin of the concept but without reaching a clear consensus. While Werbach and Hunter (2012) mention that the “first use in its current sense occurred in 2003, when Nick Pelling, a British game developer, established a short-lived consultancy company to create game-like interfaces for electronic devices”(p. 24), Deterding, Dixon, Khaled and Nacke (2011) explain that “the first documented use of the term gamification dates back from 2008"(p. 1). In any case, the concept became mainstream around 2010, appearing in mass media and in several MOOCs.

    Deterding, Sicart, Nacke, O’Hara and Dixon (2011) define gamification as the use of game elements in non-game contexts. However, academics fail to agree on what a game element is. The CCAE model (Conventions, Components, Actions and Emotions)(Oceja & González-Fernández, 2016) tries to synthetize previous attempted classifications of game elements, such as those of Hunicke, Leblanc and Zubek (2004), Werbach and Hunter (2012 …