ERIC Number: EJ1450668
Record Type: Journal
Publication Date: 2024-Nov
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1476-8062
Disruptive Timetables and Frameworks within the Gamification of Critique and Peer Review
Justin B. Makemson
International Journal of Art & Design Education, v43 n4 p631-645 2024
Researchers define gamification as the phenomenon of creating "gameful experiences" and the use of "game mechanics" in non-gaming contexts (Deterding et al. 2011; Hamari et al. 2014). Gamification within education is the translation of design elements historically associated with gaming, e.g., embodiment, restructured timetables, probability, risk and reward, into the design of pedagogical approaches towards the goal of increasing student motivation, responsiveness and self-determination. The following article examines the gamification of critiques and peer-reviews as an evidence-based best practice and disruptive innovation before outlining examples of critique games. The critique games in this article disrupt instinctive response frameworks and timetables and provide alternatives to more conventional critique and peer-review practices.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A