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Top1. Introduction
Numerous studies have been committed to serious games and gamification (e.g. Raju et al., 2021; Krath & von Korflesch (2021); Tan et al., 2021; Högberg et al., 2019). According to Katrin Becker's study (2015), a serious game can be defined as a digital game that is designed for a purpose beyond entertainment. It is intended to educate or train individuals while also providing an engaging and interactive gaming experience. Serious games are often used as a tool for learning, communication, or decision-making in various fields such as education, healthcare, business, and defense. On the other hand, gamification refers to the use of game design elements and principles in non-game contexts, with the aim of increasing engagement, motivation, and participation. It involves incorporating game-like features such as rewards, challenges, levels, and leaderboards into activities that are not inherently game-like. Gamification can be seen as a means to enhance user experience and drive behavioral change by applying game mechanics and psychology to real-world situations. To sum up, while serious games are designed as digital games with a specific educational or training purpose, gamification involves applying game elements to non-game contexts to enhance user engagement and motivation.
According to Kim and Lee (2015), a game is characterized by an engaging series of choices that allow players to achieve specific and compelling goals. As technological advancements have facilitated the integration of games or game elements in educational settings, educators have embraced various game-related approaches to enhance student interest, enjoyment, and instructional effectiveness (Kim, Song, Lockee, & Burton, 2018). The growing popularity of game-related approaches has prompted researchers to investigate their hypothesized motivational impact in instructional contexts (Kim et al., 2018; Sailer & Homner, 2020). Games could be considered a beneficial tool to enhance learning experiences and teaching strategies (Gee, 2013).
Different approaches to game implementation result in distinct game-related practices. Two common approaches include serious games and gamification (Loh, Sheng, Ifenthaler, 2015; Becker, 2015). Serious games are digital games designed not solely for entertainment purposes, but to be used for educational, training, or healthcare purposes (Loh et al., 2015). On the other hand, gamification refers to the use of game mechanics in non-gaming contexts to engage learners, enhance learning, and solve problems (Kapp, 2012; Kim et al., 2018; Yu, 2015).
Gamification activities and processes can be employed by educators to create game-related learning environments and address learning challenges (Kim et al., 2018; van Grove, 2011; Werbach & Hunter, 2012). However, unlike serious games, the primary emphasis of gamification is on incorporating game elements into pedagogical practices (Kim et al., 2018). It is important to note that gamification is not a distinct form of digital game in itself (Loh et al., 2015). Therefore, educators should consider utilizing gamification alongside digital games (Domínguez et al., 2013).
Hence, it is essential to differentiate between the serious game and gamification approaches, as they have distinct definitions and potential impacts on pedagogical practices. By recognizing their unique characteristics, we can effectively evaluate and compare the efficiency of these game-related approaches.