Author ORCID Identifier

https://orcid.org/0000-0001-7704-8975

Document Type

Article

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

Computer Sciences, Education, general, including:, *pedagogy, Ethics

Publication Details

International Journal for Infonomics, (2022). 14(1) (IF 2.73)

https://infonomics-society.org/iji/published-papers/volume-14-2021/

Funded within the Ethics4EU project (2019-1-IE02-KA203-000665)

Abstract

Gamification has been hailed as a meaningful solution to the perennial challenge of sustaining student attention in class. It uses facets of gameplay in an educational context, including things such as points, leaderboards and badges. These are clearly efforts to make the student experience more entertaining and engaging, but nonetheless, they are also clearly digital nudges and attempts to change the students’ behaviours and attitudes to a specific set of concepts, and in which case they must, and should, be subject to the same ethical scrutiny as any other form of persuasion technique, as they may be unintentionally eroding the choices that students feel they have. This research therefore discusses some of the key ethical considerations and concerns associated with gamification, and presents a new framework that incorporates ethical tests into each stage of a pre-existing model of instructional design, that can be used when introducing gamification into an educational process.

DOI

https://doi.org/10.20533/iji.1742.4712.2021.0211

Funder

European Union

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