KAREN CLARISSA L.

PEREZ
Ph.D Filipino

GAMIFICATION: PAGGAMIT NG MGA ELEMENTO NG LARO

SA PAGPAPAUNLAD NG PANGANGAILANGANG
SIKOLOHIKAL NG MGA MAG-AARAL

THEORETICAL FRAMEWORK

Journal Article/ Essay # 1

SELF-DETERMINATION THEORY (DECI AND RYAN)

Self-Determination Theory (SDT) is developed by researchers Edward L. Deci and

Richard M. Ryan. This theory concerns with human motivation, personality, and optimal
functioning. Rather than just the amount of motivation, self-determination theory focuses on
different types of motivation.
Since positive psychology deals with positive emotions and ways to nurture individual’s
strengths, SDT is useful in merging a good amount of work in positive psychology.
SDT claims that people have three innate psychological needs that are considered as universal
necessities. SDT also asserts that there are different approaches to motivation, and
differentiates between different types of motivation.

Three Basic Psychological Needs

The hypothesis is that people have three basic psychological needs: competence,
relatedness, and autonomy.
First, the need for competence means the desire to control and master the environment and
outcome. We want to know how things will turn out and what the results are of our actions.
Second, the need for relatedness deals with the desire to “interact with, be connected to,
and experience caring for other people”. Our actions and daily activities involve other people and
through this, we seek the feeling of belongingness.
Thirdly, the need
for autonomy concerns with
the urge to be causal agents
and to act in harmony with
our integrated self. Deci and
Ryan stated that to be
autonomous does not mean
to be independent. It means
having a sense of free will
when doing something or
acting out of our own
interests and values.
Intrinsic and Extrinsic Motivation

Ryan & Deci (2000) define intrinsic motivation as

“ doing of an activity for its inherent satisfactions rather than for some separable consequences”

Simply put, an individual is intrinsically motivated to do something when he/she likes what
they are doing. For instance, artists love painting; they paint for the sake of the activity itself, for
the positive experience of performing not for the potential secondary gains that may arise from
doing what they love.

The core of intrinsic motivation is recognizing that every individual has that activity, action
or behaviour which they love to do and which they are motivated to perform for just this reason.

Extrinsic motivation on the other hand as defined by (Deci & Ryan,1985; Ryan &
Deci,2000) is:
“ a construct that pertains whenever an activity is done in order to attain some separable
outcome.”

This definition posits the contrast between intrinsic and extrinsic motivation by explaining
the difference in motive behind an individual’s involvement in an activity. Whilst one is a
performance for the joy of engaging the other is an action for a different and separate result.
For example, let us imagine two individuals exercise by riding a bike every day. Though both of
them perform the same activity, the driving force could be very different.

If one of them is trying to lose weight and to have better self-esteem, she performs this
activity for this separate outcome. This individual is therefore extrinsically motivated because the
act of riding a bike is for a different outcome than the enjoyment of the exercise itself.
Meanwhile, the second individual loves to ride his bike, though he too will have secondary benefits
from the exercise, he gets on his bike and exercises every day because he enjoys the adrenaline,
freedom, and experience of flow he feels from his favorite sport.

Autonomous and Controlled Motivation

Research has shown that the type or quality of motivation is more important in predicting
successful outcomes than the amount of motivation. Deci and Ryan stated that there are two types
of motivation: autonomous and controlled.

Autonomous motivation deals with intrinsic motivation and types of extrinsic motivation
in which people integrated a value of an activity into their sense of self.
When people are autonomously motivated, they gain self-support and self-advocacy through their
own actions. On the other hand, controlled motivation comprises both external and introjected
regulation.
External and Introjected Regulation
In external regulation, an individual’s behaviour is:
“a function of external contingencies of reward or punishment”.
In introjected relation, the rule of action is somewhat incorporated within one’s self and is
encouraged by various factors (e.g., approval motive, ego-involvements, etc.).
When people are controlled, they will have to act, think and feel in certain ways. Both types of
motivation excite and instruct behaviours.
The SDT Continuum
Controlled motivation relates to motivation that arises from external contingencies and introjected
regulation whilst autonomous motivation is defined as the type of motivation which individuals
ideally have integrated into their sense of self where they can perceive the inherent value of a
specific activity or behaviour.
Deci & Ryan (1985) go further still by recognizing that both autonomous and controlled
motivation are comprised of factors of extrinsic and intrinsic motivation. Here is figure showing
the continuum of motivation as explained in the SDT:

In addition, the SDT presents two sub theories to account for a more nuanced understanding of
intrinsic and extrinsic motivation. These sub theories are Cognitive Evaluation Theory (CET)
and Organismic Integration Theory (OIT) which help explain intrinsic motivation with regards
to its social factors and the various degrees of contextual factors that influence extrinsic motivation
(Deci & Ryan, 2000). Let’s take a deeper look:
Cognitive Evaluation Theory (CET)
According to CET intrinsic motivation can be facilitating or undermining, depending on the social
and environmental factors in play. Referring to the Needs Theory, Deci & Ryan (1985,2000) argue
that interpersonal events, rewards, communication and feedback that gear towards feelings of
competence when performing an activity will enhance intrinsic motivation for that particular
activity.
However, this level of intrinsic motivation is not attained if the individual doesn’t feel that the
performance itself is self- determined or that they had the autonomous choice to perform this
activity.
So, for a high level of intrinsic motivation two psychological needs have to be fulfilled:
The first is competence so that the activity results in feelings of self-development and efficacy.
The second is the need for autonomy that performance of the chosen activity was self-initiated or
self-determined.

Thus for CET theory to hold true, motivation needs to be intrinsic and have an appeal to the
individual. It also implies that intrinsic motivation will be enhanced or undermined depending on
whether the needs for autonomy and competence are supported or thwarted respectively.
It is believed that the use of the needs for autonomy and competence are linked to our motivations.
Deci conducted a study on the effects of extrinsic rewards on people’s intrinsic motivation.
Results showed that when people received extrinsic rewards (e.g., money) for doing something,
eventually they were less interested and less likely to do it later, comparing to the people who did
the same activity without receiving the reward.
The results were interpreted as the participants’ behaviour, which was initially intrinsically
motivated, became controlled by the rewards which lead to undermined sense of autonomy. This
concept is beautifully explained in the video by RSA animate that came by already.
Organismic Integration Theory (OIT)
The second sub theory is Organismic Integration Theory (OIT) that argues that extrinsic
motivation depends on the extent to which autonomy is present.
In other words, extrinsic motivation varies according to the internalization and integration of the
value of the activity. Internalization is how well the value of an activity is felt while integration
explains the process of individual transformation from external regulation to their own self-
regulated version (Ryan & Deci,2000).
For instance, school assignments are an externally regulated activity. Internalization in this
situation can be understood as the child seeing the value and importance of the assignment while
integration in this situation would be the degree to which he perceives performing the assignment
as his own choice.
The OIT thus offers us a greater perspective on the different levels of extrinsic motivation that exist
and the processes of internalization and integration, which could eventually result in the
autonomous choice of performing the activity for its intrinsic perceived joy and value.
What Really Motivates Us?
In a research project, giving people positive feedback about their performance on an activity
increased intrinsic motivation. Deci claimed that positive feedback can satisfy people’s need for
competence and this can, in turn, enhance our intrinsic motivation. Positive feedback is seen as a
social approval.
Due to our need for competence, we want to belong to and connect with other people. Since
affection and verbal approval are not seen as a controlled stimulus, our intrinsic motivation tends
to increase.

Some research indicated the relationship between the need for relatedness and intrinsic motivation.
However, this relationship seems to be less substantial than the relationship between intrinsic
motivation and the need for autonomy or competence.
 BALANGKAS TEORETIKAL
(SELF-DETERMINATION THEORY- SDT)

Sa Teorya ng Pansariling Determinasyon (Self-Determination Theory) ang pagganyak ay

nakabatay sa pansariling kagustuhan at hindi dahil sa kagustuhan ng iba. Ayon kina Ryan at Deci
(2000) upang makaganyak kailangang makahikayat sa isang tao na gumawa o kumilos. Ang isang
taong nakadarama ng inspirasyon sa pagkilos ay hindi tumutukoy sa pagganyak, sa halip ang isang
taong pinapasigla ng isang layunin ang tuwirang tumutukoy sa pagganyak. Nagkakaiba iba ang
antas o lebel ng pagganyak sa bawat tao, gayundin ang uri ng pagganyak na nakahihikayat sa
kanila. Halimbawa, ang isang mag-aaral ay lubhang nagaganyak na gumawa ng takdang aralin
bunga ng kuryosidad o pagnanais na matuto at interes sa aralin gayundin ang kagustuhan niyang
mapuri ng kanyang guro o magulang. Ang mag-aaral ay maaari ding maganyak na matuto ng
bagong kaalaman dahil sa pagkaunawa niya sa kahalagahan nito o maaaring dahil sa ang pagkatuto
dito ay may kaakibat na pribelehiyong makakuha ng mataas na marka. Sa mga halimbawang
nabanggit, makikitang ang antas at uri ng motibasyon o pagganyak ay nagkakaiba-iba subalit
pawang lahat ay tumutukoy sa kalalabasan ng pagganyak. Binigyang diin din sa teorya ang
klasikong pagkakaiba o pagkakakilanlan sa pagitan ng intrinsik at ekstrinsik na motibasyon. Ang
intrinsik na motibasyon ay ang pagkilos o paggawa ng isang gawain para sa kakuntentuhang
maidudulot nito sa halip na sa ibubunga o kalalabasan nito. Ang intrinsik na pagganyak ay
nagtutulak sa isang to na kumilos o gumawa dahil sa personal na kagustuhang kumilos at hindi
dahil sa kasiyahang makukuha sa eksternal na bagay tulad ng gantimpala o pabuya. Ito ay likas
din sa mga tao mula pa sa kanilang pagsilang at sa buong buhay nila, patunay nito ang kagustuhang
matuto, pagiging matanong, mapag-imbestiga, mapagsiyasat, pagiging aktibo at kawalan ng
kakuntentuhang personalidad ng tao. Ang likas na motibasyong ito ay kasama sa pagbuo ng
kognitibo, sosyal at pisikal na pag-unlad ng tao. Gayunpaman, ang intrinsik na motibasyong likas
sa isang tao ay makikita din sa ugnayan ng tao at ng kaniyang gawain. May mga taong nagaganyak
sa isang gawain na maaaring ang ibang tao ay hindi nakadarama ng parehong pakiramdam.
Sa Teorya ng Pansariling Determinasyon nina Ryan at Deci, nakasentro ang intrinsik na
motibasyon sa tatlong sikolohikal na pangangailangan : ang pangangailangan sa kumpetensya,
relasyon at awtonomiya o pansariling inisyatibo. Sa kabilang banda, ang ekstrinsik na motibasyon
ay kasalungat ng intrinsic na motibasyon kung saan ang isang gawain ay ginagawa dahil sa
kasiyahang matatamo dito sa halip na dahil sa tunay na kahalagahan nito. Halimbawa, ang isang
mag-aaral ay gumagawa ng kanyang takdang-aralin dahil sa takot na maaari siyang mapagalitan o
maparusahan ng kanyang magulang o guro kung hindi niya ito gagawin. Kabilang sa mga
ekstrinsik na pagganyak ay ang pagbibigay ng gantimpala/ pabuya o insentibo tulad ng marka o
grado,pagpaparusa, pagpuri Pagbibigay ng pidbak at pagtataya o ebalwasyon.
Kung iuugnay ang teorya sa proseso ng gamification, parehong magaganyak ang mga mag-
aaral sa paraang intrinsik at ekstrinsik. Sa paraang intrinsik makakatulong ang mga gamified na
gawain upang mahikayat ang mga mag-aaral na kumilos o gumawa dahil sa personal na
kagustuhan o interes sa mga larong pansilid na nakaangkla sa mga kasanayang pampagkatuto.
Samantalang sa paraang ekstrinsik ang mga gamified na gawain ay magiging epektibo sa pagkatuto
ng mga mag-aaral na umaasa sa kaakibat na pribelehiyong makakuha ng mataas na marka.
Matutugunan din ng gamification ang tatlong sikolohikal na pangangailangang binanggit ng
teoryang SDT. Ang pangangailangan sa kumpetensya, relasyon at awtonomiya o pansariling
inisyatibo. Sa pamamagitan ng mga laro mapupunan ang pangangailangan ng mga mag-aaral na
makibagay sa kapaligiran (competence), makisalamuha sa kapwa (relatedness), at maging malaya
o magkaroon ng sariling desisyon.
Journal Article/ Essay # 2

THEORY OF GAMIFIED LEARNING (LANDER)

Lander (2015) presents the Theory of Gamified Learning, which provides a framework
by which to deploy gamification successfully in instruction. There are two major ways to do it.

First, gamification efforts can increase a learner behavior or change a learner

attitude that we already know is important to learning.

For example, we already know that students who take a moment to pause and think about their
learning while studying (called meta-cognition) tend to learn more. So a gamification effort
targeted at increasing meta-cognition is likely to improve learning. It’s not necessarily going to
be transformative or revolutionary or powerful or whatever other gag-inducing word you want to
come up with. Instead, it’s quite simple: when we use game elements to help people do what
they know they should do anyway, everyone wins.

A great example of this sort of process are gamified fitness apps. Everyone knows they
should exercise. We’re bombarded with messages about obesity epidemics and shorter
lifespans and all sorts of horrible things. We know this. It’s quite clear at this point – exercise is
good for you, vital even. Yet despite that clarity of purpose, it can be quite the fight uphill to
drag oneself to the gym. Fitness apps make that a little less of a drag by promising a quick and
easy reward/recognition once the workout is complete. It’s not compelling you to act
differently. It’s not forcing you to play. It just encourages you to do something that you know
you should be doing anyway.

Effective gamification in education that takes this first approach follows the same idea.
Effective gamification in education encourages learners to do things they know they should be
doing anyway, or perhaps even a step further, it encourages learners to try things they might
otherwise be too afraid or indifferent to try.

This is why one of the motivational principles of the Theory of Gamified Learning is that
you shouldn’t force learners into participating. Gamification should always recognize and
encourage behaviors that are helpful, but not critical. If an activity is critical to learning, it’s not
a game. But if it’s something that would be good for learning, game away.

Second, gamification efforts can increase a learner behavior that makes existing
instruction more effective.
For example, imagine you’ve spent hours developing what is a fabulous set of review
questions. You’ve made amazing connections that will make everything so clear! But your
learners just aren’t into it. Engagement is low. So we need to increase engagement. This is the
process by which review games work – it’s not that the review game itself teaches you anything.
Instead, by presenting the review questions as a game, you encourage students to really think
about the answers to the questions in a way that they would not otherwise have tried.
Either approach can be effective. But it must be targeted. You can’t simply throw gamification at
learning and hope it to stick. One of these two processes must be targeted, which are summarized
in the figure below.

The Theory of Gamified Learning, per Landers

So now that we have a process identified, how do we actually go about gamifying?
Fortunately, prior research has already explored which aspects of serious games are typically
manipulated in order to influence learning. If our goal is to extract some aspect of these games in
order to change something about learners, this sounds like a great place to start. These aspects
and examples of gamification appear below. Some of these are likely to work better than others,
or in combination.
Game Attribute Definition Example of Gamification
Action Language The method and interface by To participate in an online learning activity,
which communication students are now required to use game
occurs between a player and console controllers (e.g. a PlayStation
the game itself controller).
Assessment The method by which In a learning activity, points are used to
accomplishment and game track the number of correct answers
progress are tracked obtained by each learner as each learner
completes the activity.
Conflict/Challenge The problems faced by A small group discussion activity is
players, including both the augmented such that each small group
nature and difficulty of competes for the “best” answer.
those problems
Control The degree to which players A small group discussion activity is
are able to alter the game, restructured such that each decision made
and the degree to which the by each small group influences the next
game alters itself in topic that group will discuss.
response
Environment The representation of the A class meeting is moved from a physical
physical surroundings of the classroom to a 3D virtual world.
player
Game Fiction The fictional game world Lectures, tests, and discussions are renamed
and story adventures, monsters, and councils,
respectively.
Human Interaction The degree to which players Learners participate in an online system
interact with other players in which reports on their assignment progress
both space and time to other students as they work.
Immersion The affective and perceptual When learning about oceanography, the
experience of a game walls of the classroom are replaced with
monitors displaying real-time images
captured from the sea floor.
Rules/Goals Clearly defined rules, goals, When completing worksheet assignments on
and information on progress tablet computers, a progress bar is displayed
towards those goals, to indicate how much of the assignment has
provided to the player. been completed (but not necessarily the
number of correct answers, which would fall
under “Assessment”).
Journal Article/ Essay # 3

Psychological Perspectives on Motivation through Gamification

When watching players playing games – especially video games – it is evident that the
motivational and emotional involvement during playing can be immense. The basic idea of
gamification is to use this motivational power of games for other purposes not solely related to
entertaining purposes of the game itself. This idea originally coming from marketing spread to
different contexts involving business and education. Gamification environments are currently used
with aims as diverse as influencing environmental behavior, motivating for physical workout,
fostering safe driving behavior, or enhancing learning in schools and training. The increasing
awareness level of such gamification environments led to scientific investigations mostly
originating from the fields of media science and business. Though gamification is often supposed
to be an effective instrument to foster motivation, research and investigations about the
motivational pull of gamification from a psychological perspective is scarce. The aim of this article
is to adopt a differentiated view on the topic of gamification and to analyze single game elements
used in gamification by investigating the motivational mechanisms they try to address. Thereby
the motivational pull of exemplary game elements will be explained from a psychological
perspective. This article provides a basis for psychological research and design guidelines for
application of gamification in practice by adopting a psychological approach on gamification. In
the upcoming section, the basic concept of gamification will be presented and different elements
used in gamification will be highlighted. After examining different psychological perspectives on
motivation, motivational mechanisms will be derived from these perspectives. Different game
elements and motivational mechanisms will be combined and discussed in the following chapter.
In the last section implications for further research on the topic of gamification will be outlined.
Gamification as an Innovative Approach to Foster Motivation
The principle to apply elements from games in another context and use them for other purposes is
not an entirely new invention by gamification designers or researchers. Similar approaches can be
observed in loyalty programs like frequent-flyer programs or bonus programs from credit card
providers, who take quite a similar approach. Although gamification has been used in different
contexts and some applications seem to have positive effects regarding motivation and learning,
there is a lack of theoretical underpinnings and empirical research regarding the motivational
effects of gamification. Yet a concept of gamification has been described and game elements used
in gamification have been identified. Accordingly, in the following section a definition of
gamification with its four components will be introduced.
The Concept of Gamification
Conceptually gamification can be defined as “the use of game design elements in nongame
contexts”. Taking a closer look at the definition, four components are of importance: 1. The term
game is usually understood to imply the following situational components: a goal, which has to be
achieved; limiting rules which determine how to reach the goal; a feedback system which provides
information about progress towards the goal; and the fact that participation is voluntary. 2. The
term element helps to distinguish the concept of gamification from serious games, which describe
full-fledged games for non-entertainment purposes. Gamification on the other hand refers to the
explicit use of particular elements of games in non gaming contexts.
The term design refers to the use of game design instead of game-based technologies or practices
of the wider game ecology. 4. As stated before, the area of application of gamification is very
broad. To take account of that and to prevent limiting the definition to certain contexts, the area of
application is just described by the term non-game-contexts. This working definition with its
related components is very broad. It helps to distinguish gamification from other concepts related
to gaming and provides a basis for investigations without constricting the phenomenon. Though
gamification is mostly associated with digital technology, gamification is not solely related to
digital media. Non-digital realizations are possible as well. In the next section, different forms of
gamification will be discussed by presenting exemplary elements used in gamification.
Game Elements
The main ingredients of gamification are game elements, which describe the specific and
characteristic components of games that can be applied in gamification. There have been different
attempts to create lists of those game elements, which can be applied in gamification. Starting with
a triad of points, badges and leaderboards, which can be described as very typical game elements
within gamification, Werbach and Hunter provide different levels of abstractions of elements.
They distinguish between dynamics, which constitute the big picture aspects, mechanics, which
describe the basic processes, and components, which are specific instantiations of dynamics and
mechanics. Other authors provide detailed lists of elements with their functions in various
gamification settings. Kapp lists typical game elements like goals, rules conflict, competition,
cooperation, time, reward structures, feedback, levels, storytelling, curve of interest and aesthetics.
All these attempts should help to grasp how diverse game elements could possibly look like, but
they should be understood as non-exhaustive lists. The different authors follow distinct strategies
for their attempts to create such lists. One is to create liberal sets of elements found in any game.
Another strategy is to provide a constrained set of elements, which are unique to specific games.
By providing lists of elements which are characteristic to most games and which play an important
role in gameplay is an attempt to meet both strategies. Typical game elements, which will be
discussed in this article, are points, badges, leaderboards, progress bars, performance graphs,
quests, meaningful stories, avatars and profile development.
These elements can be found on a surface level and can in most cases be described as
components:
1. Points can be accumulated for certain activities within the gamification environment.
Points are very basic game elements. Although they seem to be very simple at a first glance,
they can address motivational mechanisms mostly referring to a behaviorist learning perspective.
The primary mechanisms are the following: -Points function as immediate positive reinforcements
- Points can be seen as mostly virtual rewards, provided for executed actions.
2. Badges are visual representations of achievements, which can be collected within the
gamification environment.
Badges are visual representations of achievements. Such badges systems can take different
levels of complexity. Main motivational mechanisms addressed by badges are the following: -
Badges fulfill the players’ need for success and thereby address people with a strong power motive
- Badges work as virtual status symbols and thereby address people with a strong power motive -
Badges function as a form of group identification by communicating shared experiences and
activities and thereby address people with a strong affiliation motive - Badges also have a goal
setting function - Badges can foster the players’ feeling of competence.
3. Leaderboards are lists of all players, usually ranked by their success.
Leaderboards provide information about a players’ success. Regarding motivation, this
element can be seen critical, as only some people will stand on top of such leaderboards, while
most of the other players will end up – presumably demotivated – at the bottom. Nevertheless
leaderboards can also address certain mechanisms and if designed as team-score displays, they
could show some additional motivational effects. - Individual leaderboards foster competition and
address achievement and power motives - For players at the top of leaderboards, feelings of
competence can arise - leaderboards, which provide a team-score, can foster the team members
feelings of social relatedness, as they emphasize collaboration and community activities provided
by shared goals and opportunities for shared experiences.

4. Progress bars provide information about the current status of a player towards a goal.
Progress bars and performance graphs each focus on individual players and their progress.
While progress bars symbolize progression towards a goal, performance graphs furthermore
compare the individual scores to previously achieved scores. The following mechanisms are
activated: - Both progress bars and performance graphs provide feedback. - Progress bars provide
clear goals.
5. Performance graphs provide information about a players’ performance, compared to previous
performance.
Performance graphs compare players’ performance to previous performances and thereby
focus on improvement and foster a mastery orientation regarding goals.
6. Quests are little tasks, players have to fulfil within a game.
Quests are little tasks, which usually show a person the directly linked rewards. This fosters
the transparency of a possible success of action. Thus following motivational mechanisms are
primarily addressed: - Quests provide clear goals. - Quests highlight resulting consequences of a
goal. - Quests emphasize importance of a players’ action within a giver situation.
7. Meaningful stories players live trough within gamification.
Meaningful stories are often wrapped around certain activities. This stories primary
activate the following mechanisms: - Stories can meet the players’ interest and spark interest for
the situational context. - By offering a variety of stories and meaningful choices within the stories,
feelings of autonomy can arise. - Inspiring stories can also foster and increase positive feelings
8. Avatars are visual representations a player can choose within gamification.
Avatars and profile development relate to a player’s visual representation in form of a
chosen character, which can take different developmental stages. Primary motivational
mechanisms are the following: - Choices regarding the offered avatars, which are leading to
different forms of gameplay, can foster feelings of autonomy - Positive feelings and emotional
bonds can arise by providing avatars and by taking a developmental progress with the avatar.

9. Profile development refers to the development of avatars and attitudes belonging to such avatars.

All these elements fulfill different functions. Before these functions will be described and
linked to motivational pull of each element, an overview of psychological perspectives on
motivation will be introduced in the next section. Thus motivational mechanisms will be derived
from each perspective, which will be linked to above mentioned elements.
Single elements can help to enhance certain feelings, like feelings of competence,
autonomy and social relatedness, but these feelings tend to refer to an overall experience within
the gamification environment. Also emotions rather refer to an experience, the player undergoes
within gamification, then to single elements. Thus it is important to be aware of the relationship
of different elements. Single elements fulfill different functions, but in interaction with each other
they can have varying and complex motivational effects.

References:

Deci, Edward L. and Ryan, Richard M. (2000). “Intrinsic and Extrinsic Motivations: Classic
Definitions and New Directions”, University ofRochester @ 2000 Academic Press
Contemporary Educational Psychology, Volume 25, pp.54-67

Landers, R.N. (2015). Developing a Theory of Gamified Learning: Linking serious games and
gamification of learning Simulation & Gaming.” Old Dominion University, USA,
Volume: 45 issue: 6, page(s): 752-768

Sailer, Michael et.al. (2013), “Psychological Perspectives on Motivation through Gamification”

University of Munchen, Germany, Empirical Education and Educational Psychology,
Interaction Design and Architecture(s) Journal - N.19, 2013, pp. 28-3
 MGA BARYABOL

Di-Malayang Baryabol:
Pangangailangang Sikolohikal
a. Competence- ang pagnanais ng mga mag-aaral na kontrolin ang nangyayari sa loob ng klase
at ang kalalabasan ng mga pangyayari. Ito din ang kagustuhan ng mga mag-aaral na maging
maayos ang kalalabasan ng mga gawain at ang kagustuhang malaman ang resulta ng kanilang
ginawang pagkilos.
b. Relatedness- ang pagnanais na makisalamuha, maging konektado, at makaranas ng
pangangalaga mula sa iba. Ang mga gawain o aktibidad ay kinasasangkutan ng kapwa mag-aaral
at sa pamamagitan nito, nakadarama ng pagkaling mula sa iba ang mga mag-aaral.

c. Autonomy- pagnanais na magkaroon ng kalayaan sa pagsasagawa o pagkilos ng naaayon sa

sariling interes at pagpapahalaga.
Makikita sa ibaba ang ugnayan ng mga hindi malayang baryabol.

Malayang Baryabol:
1. Elemento ng Laro
Ito ang itinuturing na pangunahing sangkap ng gamification kung saan inilalarawan ang
ispesipikong katangian ng mga laro na mailalapat sa gamification. Ang mga sumusunod ang
element ng laro ayon kina Sailer et.al (2013):
1.1 Puntos o Iskor
Nakakakuha ng puntos ang mga mag-aaral sa mga gawaing nilapatan ng mga laro.
Isa ito sa pinaka pangkaraniwang matatanggap ng mga mag-aaral sa pagsali sa mga
palaro ng guro. Bagaman sa unang tingin ay payak ang elementong ito, may likas itong
mekanismong pangganyak na madaling makahikayat sa mga mag-aaral.
1.2 Badge
Ang badge ay anumang bagay na nagsisilbing patunay o representasyon ng
tagumpay o pagkapanalo. Sa pamamagitan ng mga ibinibigay na badge ng guro,
napupunan nito ang pangangailangan ng mag-aaral sa katagumpayan. Gayundin
nagsisilbi itong simbolo ng katanyagan. Ito din ay maaaring pagkakilanlan ng pangkat na
kinabibilangan sa pamamagitan ng pagbabahaginan ng mga karanasan at gawain ng
magkakapangkat. Ang mag-aaral ay nakadadama ng katagumpayan sa
pakikipagkumpetensiya (competence) sa tuwing makakatanggap ng badge.

1.3 Leatherboard
Ito ay talaan ng mga manlalaro na kadalasang nakaayos ayon sa mga nakuhang
puntos. Makikita dito ang mga nangunguna o panalo sa isang laro. Maaaring itong
maging kritikal kung pagbabatayan ang proseso ng motibasyon, sapagkat iilan lamang
ang makikitang nasa taas ng leatherboard habang maaaring ang karamihan sa mga mag-
aaral na wala ang pangalan o nasa ibaba ng leatherboard ay mawawalan na ng interes sa
paglalaro. Walang dudang makadadagdag ito sa motibasyon ng mga mag-aaral kung
gagawing pangkatan ang pagpupuntos. Kung sa indibidwal naman, makapagpapatatag ito
ng kumpetisyon lalo na sa mga gustong umangat ang pangalan sa itaas ng
leatherboard.Matutugunan nito ang pangangailangang makisalamuha (relatedness) at
mabibigyang pansin ang kolaborasyon sa mga gawain.

1.4 Progress Bars

Makikita dito ang kasalukuyang istatus ng layunin ng mag-aaral. Maaring ito ay
representasyon gamit ang mga bloke. Simbolo ito ng pagpapatuloy nang pag-abot sa
layunin. Nakasentro din ito sa pag-unlad ng isang manlalaro.

1.5 Performance Graph

Nagbibigay ito ng impormasyon tungkol sa perpormans ng manlalaro. Tulad ng
progress bar, ito ay nakatuon sa indibidwal na pag-ūnlad ng manlalaro. Sa pamamagitan
nito, maihahambing ng manlalaro ang kasalukuyang indibidwal na iskor o nakuhang
puntos sa nakaraang iskor. Maaring ito ay line graph o column graph.

1.6 Quests
Ito ay maliliit na gawaing nakapaloob sa isang laro na kailangang matapos.
Kadalasang naipapakita sa manlalaro ang kaugnay nitong pabuya o gantimpala.
Malinaw na naipapakita nito ang layunin. Nakatuon ito sa kahalagahan ng pakilos ng
manlalaro sa isang tiyak na sitwasyon.
 1.7 Meaningful stories
Ang mga manlalaro ay animo’y mga karakter ng laro. Ito ang kadalasang bumabalot
sa isang uri ng laro. Ang mga kuwentong ito ay nakakakuha ng interes ng mga manlalaro.
Sa pamamagitan ng paggamit ng iba’t ibang kuwento at pagbibigay ng kalayaan sa mag-
aaral na makapili ng kuwento, umuusbong ang pakiramdam na mayroon silang
awtonomiya (autonomy) sa klase. Ang mga nakakahikayat na kuwento ay makakapagdulot
ng positibong pakiramdam sa mga mag-aaral.

1.8 Avatars
Ito ay biswal na representasyon ng mga karakter sa mga laro kung saan maaaring
pumili ang mga manlalaro na dadaan naman sa iba’t ibang antas. Ang pamimili ng mga
mag-aaral sa kung ano ang nais nilang avatar mula sa mga pagpipiliang inilahad ng guro
ay makapagpapataas sa pakiramdam na mayroon silang awtonomiya.

1.9 Profile developments

Tumutukoy ito sa pagpapaunlad ng avatar at pag-uugaling may kaugnayan sa
karakter na kanilang ginaganapan. Tulad ng avatar, may kaugnayan ito sa biswal na
representasyon ng manlalaro sa katauhan ng mga karakter ng laro kung saan
kinakailangang dumaan sa iba’t ibang antas.

Ang mga nailahad na elemento ng laro ay nagbibigay sa mga mag-aaral ng pakiramdam ng

pagkakaroon ng competence, social relatedness at autonomy. Ang kabuuan ng karanasang
ito ay tumutukoy sa pangkalahatang karanasan sa loob ng gamified na klasrum. May
kanya-kanyang ginagampanan ang mga elementong nabanggit sūbalit kung magsasama
ang mga elemento makikita ang ugnayan sa pagitan ng iba pang elemento at magkakaroon
ng higit na nakakaganyak na resulta.

2. Kalipunan ng mga Mungkahing Laro sa Filipino Batay sa mga Elemento ng Laro

Mula sa mga elemento ng laro na may kaugnyan sa mga sikolohikal na pangangailangan,
magmumungkahi ng mga uri ng larong magagamit sa pagtuturo ng Filipino sa Senior High
School.