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[Expiring Soon : Your Amazon Reward Worth $50](tankdeporttrain.eu/cl/r-S5IGS15A5G6CS1N5PHS36O6FSGM6S1I9PS0S0S11SESBSLDS27FS17OFSA) tankdeporttrain.eu/cl/r-S5IGS15A5G6CS1N5PHS36O6FSGM6S1I9PS0S0S11SESBSLDS27FS17OFSA tankdeporttrain.eu/cl/ua-S5IGS15A5G6CS1N5PHS36O6FSGM6S1I9PS0S0S11SESBSLDS27FS17OFSA tankdeporttrain.eu/cl/op-S5IGS15A5G6CS1N5PHS36O6FSGM6S1I9PS0S0S11SESBSLDS27FS17OFSA Dicheva, D., Dichev C., Agre G., & Angelova G. (201 5). Gamification in Education: A Systematic Mapping Study . Educational Technology & Society , 18 (3), 75–88 . 75 ISSN 1436 -4522 (online) and 1176- 3647 (print). This article of the Journal of Educational Technology & Society is available under Creative Commons CC -BY -ND- NC 3.0 license ( -nc-nd/3.0/). For further queries, please contact Journal Editors at ets -ed itors@ifets.info. Gamification in E ducation: A Systematic Mapping Study Darina Dicheva 1 *, Christo Dichev 1 , Gennady Agre 2 and Galia Angelova 2 1 Department of Computer Science, Winston Salem State University , Win ston Salem, North Carolina , USA // 2 Institute of Information a nd Communication Technologies, Bulgarian Academy of Sciences, Sofia, Bulgaria // dichevad@ wssu.edu // dichevc@wssu.edu // agre@iinf.bas.bg // galia@lml.bas.bg * Corresponding author (Submitted July 21, 2014; Revised November 16, 2014; Accepted November 22, 2014) ABSTRACT While gamification is gaining ground in business, marketing, corporate management, and wellness initiatives, its application in education is still an emerging trend. This article presents a study of the published empirical research on the a pplication of gamification to education . The study is limited to papers that discuss explicitly the effects of using game elements in specific educational contexts . It employs a systematic mapping design . Accordingly, a categorical structure for classifyin g the research results is proposed based on the extracted topics discussed in the reviewed papers. The categories include gamification design principles, game mechanics, context of applying gamification (type of application, educational level, and academic subject), implementation, and evaluation. By mapping the published work s to the classification criteria and analyzing them, t he study highlights the directions of the currently conducted empirical research on applying gamification to education . It also in dicate s some major obstacles and needs, such as the need for proper technological support, for controlled studies demonstrating reliable positive or negative results of using specific game elements in particular educational contexts , etc. Although most of the reviewed papers report promising results , more substantial empirical research is needed to determine whether both extrinsic and intrinsic motivation of the learners can be influenced by gamification. Keywords Gamification in education, Game design ele ments, Systematic mapping s tudy , Literature review Introduction Traditional schooling is perceived as ineffective and boring by many students. Although teachers continuously seek novel instructional approaches, it is largely agreed that today’s schools face major problems around student motivation and engagement (Lee & Hammer, 2011) . The use of educational games as learning tools is a promising approach due to the games’ abilities to teach and the fact that they reinforce not only knowledge but also impo rtant skills such as problem-solving, collaboration, and communication. Games have remarkable motivational power; they utilize a number of mechanisms to encourage people to engage with them, often without any reward, just for the joy of playing and the pos sibility to win. Creating a highly engaging, full-blown instructional game however is difficult, time consuming, and costly (Kapp, 2012a) , while typically targeting only a single set of learning objectives as chosen by the game designer. In addition, their effective classroom adoption requires certain technical infrastructure and appropriate pedagogical integration. As opposed to using elaborate games requiring a large amount of design and development efforts, the “gamification” approach suggests using game thinking and game design elements to improve learners’ engagement and motivation. Gamification, defined by Deterding et al. (2011) as the use of game design elements in non-game contexts, is a fairly new and rapidly growing field. The concept of gamific ation is different from that of an educational or serious game. While the latter describes the design of full -fledged games for non -entertainment purposes, “gamified” applications merely employ elements of games. The term “gamification” is quite recent: Ac cording to (Deterding et al., 2011) its first documented use is in 2008 but it did not see widespread adoption before the second half of 2010. Nevertheless, the concept itself is not new. For example, badges and ranks have been long used in the military, i n the early Soviet era, game elements were used by the Soviet Union leaders as a substitute for monetary incentives for performing at work, etc. In recent years gamification has seen rapid adoption in business, marketing, corporate management, and welln ess and ecology initiatives. This is driven by its potential to shape users’ behavior in a desirable direction. Loyalty programs such as the frequent -flyer programs, Foursquare, and Nike+ are often given as examples of successful gamified mass -market products. Stackoverflow.com provides another example in which users’ reputations increase as WHAT IS FIELDWORK? The American Occupational Therapy Association (AOTA) defines fieldwork as practice based learning experiences that develop the students’ integration of classroom knowledge and laboratory skills. The profession uses the term fieldwork instead of internships or clinical rotations as the (OT) profession provides service in diverse sites outside of traditional hospital or medical model settings. OTs provide intervention services or practice in various community settings, rehabilitation centers, out-patient settings, school systems, private practice, long term care centers, in work and industrial settings, and in private homes. Fieldwork experiences are designed to encompass a range of OT services. These experiences allow the student to try out concepts learned in the classroom or the laboratory. Each fieldwork experience is designed to progressively build on previous skills and knowledge. Augusta University (AU) OT curriculum design provides fieldwork experiences during each semester of the Master of Health Science (MHS) in OT program. The AU OT’s curriculum design and learning activities include supportive experiential learning experiences that progress the students’ level of knowledge, skills, and values for entry level competence. The Accreditation Council for Occupational Therapy Education (ACOTE, 2006) specifies fieldwork requirements for all students. The requirements are divided into two major classifications: Level I and Level II fieldwork experiences. The integration of Level I and Level II experiences can be symbolized as stepping stones toward competency. LEVEL ONE FIELDWORK: The goal of Level I experiences is to introduce the OT student to the fieldwork experience, to apply knowledge to practice, and to develop understanding of clients (ACOTE Standards, 2006). The AOTA Standards describe the goal of Level I Fieldwork "to introduce students to the fieldwork experience, and develop a basic comfort level with an understanding of the needs of clients." Level I Fieldwork is not intended to develop independent performance, but to "include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process." Level I Fieldwork experiences allow OT students supervised practical client experiences that are integrated throughout the curriculum. ACOTE Standards Public Data Accreditation Council for Occupational Therapy Education ACOTE logo USC’s entry-level master’s degree program is fully accredited by the American Occupational Therapy Association’s Accreditation Council for Occupational Therapy Education® (ACOTE). ACOTE is recognized as the accrediting agency for occupational therapy education by both the United States Department of Education and the Council for Higher Education Accreditation, and is also an active member of the Association of Specialized and Professional Accreditors. View the accreditation data here. Accreditation Council for Occupational Therapy Education® c/o Accreditation Department, American Occupational Therapy Association 4720 Montgomery Lane, Suite 200 Bethesda, MD 20814-3449 www.acoteonline.org (301) 652-6611 x2914 Western Association of Schools and Colleges USC has been accredited by the Western Association of Schools and Colleges (WASC), one of six regional accrediting organizations recognized by the U.S. Department of Education, since 1949. View the student learning outcomes (PDF) for our four academic programs.