GAMIFYING EDUCATION: A PROPOSED TAXONOMY OF SATISFACTION METRICS

This paper considers several popular modalities of electronic games, serious and otherwise, and outlines the reasons why some are successful and some are not at the task of retaining the attention of their core audience. In order to accomplish this task, a taxonomy of satisfaction metrics for end-users is proposed based on modern trends in electronic entertainment. A new approach is needed in order to account for dramatic changes in the electronic gaming landscape wrought by the explosion of mobile gaming on one hand and social gaming on the other. Two main modifications to the taxonomy incorporate social obligations as a motivating factor separate from a desire to socialize in and of itself and consider the importance of feedback both in light of Fogg’s work (Persuasive Technologies, 2010) and Shneiderman’s well known eight rules of interface design and related work. This taxonomy is then correlated to previous advances in this field of study, such as Fogg’s Behavioral Model and Bartle’s quartet of gamer archetypes. The taxonomy, thus improved, is demonstrated by using it to examine exemplars of the various categories of game now popular or being created. The analyses conducted lead to ways in which the current approach to serious game design methodology can be modified and possibly improved. This paper then examines specifically how this new methodology may be best employed in the field of e-learning. Of special interest is gamifying presence and distance learning supported by traditional e-learning materials and doing so both effectively and with few resources. Finally, the paper presents a discussion on the means and methods which may be used to verify the new taxonomy and its applicability to the field of gamification.