• Journal of Integrative Natural Science
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• v.14 no.2
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• pp.57-64
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• 2021

The effect of improving awareness by educational programs for improving the quality of daily life of the disabled and safety depends on the type of disability and individual differences, as well as the difficulty in evaluating education achievement and satisfaction. However, more effective programs can be developed and provided if the factors affecting the effectiveness of education can be identified. Training as one of the factors affecting effectiveness involves motivation. This is thought to be an important factor for any object regardless of the type of disability. It is recognized that "By providing programs for the disabled to immerse themselves, they can be motivated to participate in education and expect greater effects on educational effects." Gamification is convincing enough for general learning. Furthermore, a feature of gamification is the use of the game's structure to achieve its goal, which acts on participants' motivation. Some use game packages such as analog games and digital games, but some include gamification of activities themselves. The use of gamification in education has different characteristics from the development of businesses. Therefore, in this paper, we reviewed the current status and challenges with the aim of promoting the use of gamification in life safety education for the disabled.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.208-216
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• 2022

This paper provides an account of gamification in education. Apart from its emergence, it clarifies how gamification differs from gaming and game-based learning. It also discusses the elements of gamification, its advantages and its principles. It also sketches the theoretical underpinning of the concept, the models, its various applications, and the obstacles to using it in the educational process.

• Journal of Korea Game Society
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• v.15 no.3
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• pp.87-96
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• 2015

Fun and happiness are the intrinsic values of the human beings. Game is one of the most efficient tools which satisfies those intrinsic values. Approaches and methods combining game and education to provide the enjoyable education environments have been increasing. As use of gamification in corporate and school education environments for human resources is increasing, significant voices of concern on the limitations and side effects of combining game and education are continuously increasing. The purpose of this paper is to energize the use of gamification in education environments by clarifying the limitations and side effects of gamification and seeking ways to overcome those factors. This paper summarizes an observational research on the limitations and side effects of gamification in education environments, and provides the interviewees' opinions on gamified classes.

• Journal of Information Science Theory and Practice
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• v.11 no.2
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• pp.1-11
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• 2023

Libraries are still conservative in their approach or practice of providing various services for the unspecified majority of visitors attending these institutions. It is very apparent that libraries are not actively trying to increase the interest and participation of users by applying the various angles or elements associated with gamification. By its very nature, gamification is the application of game-playing elements such as point scoring, peer competition, team work, score tables, and such used to motivate participants and make them more engaged with the subject matter. In areas such as education, marketing, and exercise, the implementation of gamification techniques is actively taking place in order to maximum participation by taking advantage of uncertainties or the competitive nature that many people have with the setting of goals. In this study, four libraries that have applied gamification are analyzed to understand how and to what degree gamification has been applied. Broken down into four different elements, this includes: Point, Reward, Leaderboards & Competition, Self-expression & Achievement. By focusing on the results of this analysis, gamification measures that can be applied to other libraries are specifically proposed. The overall results of this study will provide useful guidance and potential plans for libraries seeking to increase the number of users by using gamification to increase user participation and/or satisfaction with additional library services.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.332-337
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• 2023

The purpose of the study was to analyze consumers' perceptions of gamification. Based on the analyzed data, we would like to provide data by systematically organizing the concept, game elements, and mechanisms of gamification. Recently, gamification can be easily found around medical care, corporate marketing, and education. This study collected keywords from social media portal sites Naver, Daum, and Google from 2018 to 2023 using TEXTOM, a social media analysis tool. In this study, data were analyzed using text mining, semantic network analysis, and CONCOR analysis methods. Based on the collected data, we looked at the relevance and clusters related to gamification. The clusters were divided into a total of four clusters: 'Awareness of Gamification', 'Gamification Program', 'Future Technology of Gamification', and 'Use of Gamification'. Through social media analysis, we want to investigate and identify consumers' perceptions of gamification use, and check market and consumer perceptions to make up for the shortcomings. Through this, we intend to develop a plan to utilize gamification.

• Journal of Korea Game Society
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• v.13 no.1
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• pp.61-74
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• 2013

In this paper we proposed a gamification methodology for Korean language education. We suggested gamification elements that increased the fun factor and induced immersion by analyzing the successful gamification cases which can be classified into three types; management, Implementation, and self-expression. Then, we analyzed Korean learning theory and methods to extract four key aspects, listening, speaking, vocabulary and culture from eight Korean learning function. Finally, by using Korean Wave contents, we proposed a Korean learning gamification methodology based on the gamification elements and the extracted four key aspects.

• Journal of Research and Publication Ethics
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• v.5 no.1
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• pp.19-27
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• 2024

Purpose: To prevent and respond to youth sexual problems that are becoming more serious with digital development, this study sought to develop a sex education program that applies gamification as an effective method for youth who are digital natives. Research design, data and methodology: To develop a sex education program for teenagers, elements of gamification were considered based on Dick and Kerry's teaching system design model. The learning content reflected UNESCO's 'Comprehensive Sex Education Guidelines'. In addition, it was designed to enable students to learn about ethics and morals from a social and emotional aspect. Results: A four-session distance learning sex education program was developed for first-year high school students. To learn about gender sensitivity, sexual relationships, sexuality, and healthy sexual behavior, we developed a story that reflects the mission and quest for sex education. It included leaderboards, time limits, and levels, and also utilized mechanics such as points and items. Edutech tools include video content, Google Sheets, Zoom, Padlet, and Mentimeter. Conclusions: This study aims to improve learning effectiveness, satisfaction, and immersion by developing a sex education program for youth using gamification that promotes active learner participation and motivation.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.110-116
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• 2022

The purpose of this study was to examine the effectiveness of gamification in nursing practice for undergraduate students, as well as to explore the use of gamification in nursing education. This study is a systematic review of RCTs evaluating the effectiveness of gamification in nursing practice for undergraduate students. A total of 7 articles were identified in a search of PubMed, Cochrane Library, and Embase, and the additional databases were CINAHL (in English) and RISS (in Korean) between September 28, 2022 to October 5, 2022. Themes related to the environment and personal behaviors between 2002 and 2021 were extracted. The intervention themes were blood transfusion, postoperative pediatric nursing, postoperative hemorrhage and brain trauma nursing, basic and advanced life support, disaster nursing, and neonatal resuscitation. The primary outcomes were knowledge in five studies, satisfaction in one study, and competency in one study. The secondary outcomes were satisfaction in three studies, confidence in two studies, performance in two studies, skills in two studies, and self-efficacy, motivation, professional attitude, cognition, gameful experience, and affective response in one study each. Therefore, gamification interventions can be utilized in nursing practice education instead of traditional teaching methods such as lectures and face-to-face clinical practice.

• Journal of Korea Game Society
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• v.17 no.6
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• pp.39-50
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• 2017

Gamification in education widely used in the field of computer science (CS). The purpose of this study is to analyze the pre-studies of gamification cases in CS education and suggest the direction of CS education. For the study, an empirical research method was applied. Through keyword search, 1220 pre-studies were collected, among which 55 were compressed through the first and second extraction processes. In the results section, this study summarized the presented year, applied subject, subject of education, results and limitations. Additional study not only will analyze gamification of CS Education and compare with this study's results, but it will suggest the development direction of gamification in CS education in Korea.

• Fourth Industrial Review
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• v.4 no.1
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• pp.11-18
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• 2024

Purpose: The purpose of this study is to develop a geography class teaching and learning guide that enables learners to realistically explore the characteristics of the world's climate and geographical environment using digital tools. Research design, data and methodology: We review previous research on classes using goal-based scenario learning models, gamification, and digital tools, and explore tools that can be applied to world geography classes. Based on the exploration results, a goal-based scenario learning module is designed and a strategy for promoting educational gamification is established based on the ADDIE instructional design model. Results: The study comprises four sessions. Sessions 1-3 involve performance evaluations using a goal-based scenario learning module. Learners create game characters reflecting geographical characteristics, present results, and proceed with 3D modeling. In Session 4, a gamification class using Google Sites on the CoSpaces metaverse platform will be conducted. Conclusions: The study introduces a goal-based scenario learning model and a gamification class using digital tools to empower learners in exploring geographical diversity and its impact on lifestyles. Utilizing an accessible online platform, the study provides practical measures for integrating digital tools into geography education, addressing the current importance of digital technology in teaching.