Perspectives of gamification in teaching from the aspect of cybernetic-information theory
Abstract
Gamification has become an increasingly popular approach to improve student engagement and motivation in the classroom. Gamification implies a way of introducing activities that contribute to the development of logic and lead to a greater degree of fun for students during classes. Cybernetic-information theory, which emphasizes feedback, adaptation, and communication in complex systems, provides a framework for understanding the potential benefits and challenges of gamification in education. The aim of the paper is to show that gamification, when designed appropriately, can be a useful tool for increasing student engagement and motivation, and that it is in line with the principles of cybernetic-information theory. The results of the paper indicate that students not only learn in a fun environment, but are able to improve their creativity and problem solving while learning subconsciously. Further research is needed to investigate the effectiveness of gamification in teaching and to identify best practices for designing gamified learning activities.
References
Klafki, W., Schulz, W., Von Cube, F., Möller, C., Winkel, R., Blankertz, H. (1994). Didaktičke teorije (H. Gudjons, R. Teske, & R. Winkel, Eds.; Vol. 12). Educa.Zagreb ed. s.l.:Educa.
Krishna, K., Sivakumaran, B., Maheswarappa,S.S., Jha, A. (2023). Mind the game you set for better website patronage. European Journal of Marketing, 57 (5), 1560-1590. https://doi.org/10.1108/EJM-04-2021-0247.
Lazić, B. (2008). Intencionalnost obrazovanja u kontek stu didaktičkih teorija. Norma, 13 (3), 81-92.
Li,D., Yang,H., Hu,Z.(2023). Exploring the ineffectiveness of gamification health management: a U-shaped relationship between competition and technological exhaustion. Information Technology & People, Vol. ahead-of-print No. ahead-of-print.
Luarn,P., Chen,C.C., Chiu,Y.P.(2023). Enhancing intrinsic learning motivation through gamification: a self-determination theory perspective. International Journal of Information and Learning Technology, Vol. ahead-of-print No. ahead-of-print.
Lyons,R.M., Fox,G., Stephens,S. (2023). Gamification to enhance engagement and higher order learning in entrepreneurial education. Education + Training, 65 (3), 416-432. https://doi.org/10.1108/ET-05-2022-0204.
Mikanović, B.(2009). Teorijske osnove istraživačkog rada učenika u savremenim didaktičkim teorijama. Norma, 2, 139-153.
Mohanty,S., Christopher,B.P. (2023). A study on role of gamification elements in training outcomes: comparing the mediating effect of intrinsic and extrinsic motivation. The Learning Organization, 30 (4), 480-500. https://doi.org/10.1108/TLO-08-2022-0098
Oke, A.E., Aliu,J., Farouk Kineber,A., Abayomi, T. (2023). Boosting employee performance through gamification: a study of the awareness and usage of game elements among construction professionals. International Journal of Building Pathology and Adaptation, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJBPA-09-2022-0151.
Zhou,L., Yang,Y.(2023). Investigating gamification services of university libraries in China. Digital Library Perspectives, ahead-of-print No. ahead-of-print. https://doi.org/10.1108/DLP-02-2023-0019.
Copyright (c) 2024 Norma
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.