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Top1. Introduction
“Game” refers to a series of interesting and meaningful choices allowing players to achieve precise and compelling goals (Kim, Song, Lockee, & Burton, 2018). Technological and educational development has enabled educators to implement play-related approaches in pedagogical practices to enhance learners’ enjoyment and effectiveness of instruction (Chans & Castro, 2021; Hassan, Habbiba, & Majeed, 2021; Kim et al., 2018; Saleem, Noori, & Ozdamli, 2021).
Among the play-related approaches, gamification has appealed much attention (Zabala-Vargas, Garcia-Mora, Arciniegas-Hernandez, Reina-Medrano, de Benito-Crosetto, & Darder-Mesquida, 2021). Initially emerging in 2008, gamification refers to using game design elements in non-game contexts (Deterding, Khaled, Nacke, & Dixon, 2011). Gamification could optimize players’ mental engagement and draw their attention (Sanchez, Young, & Jouneau-Sion, 2016). Besides, Genvo (2013) has proposed the term “ludicization” seemingly similar to “gamification”. Sanchez, Young, & Jouneau-Sion (2016) have described ludicization as the process of transforming the original reference contexts into playful situations rather than just making a game. Thus, gamification and ludicization have different features.
Pedagogies based on game-related designs has attracted rising research interest, and some studies have shown that play-related approaches could improve higher-order thinking skills (Asigigan & Samur, 2021) and test performance (Chans & Castro, 2021). However, researchers would not ignore the potential undesired side effects of the play-related approaches (Diefenbach & Müssig, 2019). In some cases, playful experiences would not lead to motivating impacts but dysfunctional effects (Diefenbach & Müssig, 2019). We would not regard play-related approaches as the “panacea” that could solve all the difficulties or dysfunctions (Diefenbach & Müssig, 2019). To avoid overemphasizing the efficiency and neglecting the side effects of the play-related approaches, we would investigate whether play-related approaches exert insignificant, unstable, or even counterproductive effects on learning achievement or motivation.
Thus, this study investigates the differences between gamification and ludicization in terms of efficiency. Learning achievement and motivation are the typical measurements assessing the efficiency of pedagogies (Kim et al., 2018; Sailer & Homner, 2020). We would investigate and compare the efficiency of gamification and ludicization in terms of learning achievement and motivation. We have raised the following two hypotheses:
“Literature Review” presents the differences between gamification and ludicization in addition to illustrating the definition and features of gamification and ludicization. “Methodology” describes participants, empirical processes, and statistical analysis platform. “Results” reports statistical findings and conclusions for the two hypotheses. “Discussion” shows reasons and implications of the results. “Conclusion” demonstrates the summary of research findings and reflection of the research designs.
Considering the potential significance, this study investigates and reflect on the actual efficiency of play-related approaches. The quantitative researches compare the efficiency of gamification and ludicization by analyzing whether these approaches could enhance learning achievement and motivation. Discussion on the potential reasons for the effects could further reflect the efficiency of play-related approaches.