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Advanced Technology Systems, Str. Tineretului Nr 1., 130029 Targoviste, Romania {ioana.stanescu,antoniu.stefan}@ats.com.ro 2 BIBA – Bremer Institut für Produktion und Logistik GmbH, Hochschulring 20, 28359 Bremen, Germany [email protected] 3 University of Bremen, Bibliothek Straße 1, 28359 Bremen, Germany [email protected] Royal Institute of Technology, Alfreds Nobels Alle 10, Stockholm, Sweden [email protected]

Abstract. The transition from the pre-defined and often inflexible tools and practices of institutionalized mass-education towards dynamic and flexible learning contexts remains a challenge. Enabling rich and engaging learning experiences that consider the different progression rates and routes of each student require new approaches in education. This paper analyzes opportunities for employing gamification and digital games to construct navigable dynamic learning channels and enable pathways towards turning users into adaptive learners able to reach learning goals both in structured and unstructured contexts. Keywords: Lesson plan


Location-aware
Game customization
Tingo

1 Introduction In recent years, games have found a new application, as the era of gamification has been launched. Gamification represents the application of game-thinking, game dynamics, and game mechanics in non-game contexts, with the purpose of engaging users, increasing participation, facilitating learning, and solving problems [1]. Gamification has emerged as a strategy across various disciplines such as education, environment, government, health, marketing, web, mobile applications, social networks, etc. Applying gamification in each of these contexts require a deep understanding of the relationship between the needs of the gamification project and the appropriate choice of game elements to apply [2]. Research on gamification has bloomed, and design practices, such as the 6G framework [3] brought the promise of successful gamification. At the core of gamification lies the following game element hierarchy [3, 4]: – Components: the specific examples of the higher-level features, such as points, virtual goods, quests, etc. © IFIP International Federation for Information Processing 2016 Published by Springer International Publishing AG 2016. All Rights Reserved G. Wallner et al. (Eds.): ICEC 2016, LNCS 9926, pp. 3–14, 2016. DOI: 10.1007/978-3-319-46100-7_1

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I.A. Stanescu et al.

– Mechanics: the elements that drive player involvement and include elements like chance, turns or rewards. – Dynamics: elements that provide motivation through features like narrative or social interaction. Even if gamification brings the promise of engagement, there are also challenges to be considered when applying gamification mechanisms, especially in educational settings. Most elements used in gamification rely on competition and rewards. In games where competition lies as the core of the experience, we can identify two main categories: (a) head-to-head competition, where players compete directly against one another; (b) Asynchronous compet