AN ANALYSIS OF GAMIFICATION IN EDUCATION. THE NEED FOR AN ETHICAL CODE

Abstract

For a still young field, such as gamification, the multitude of research dedicated to the specific domain of gamification in education seems surprising. Some papers are focused on testing the formative and educational values of gamification; others concern its potentially negative impact or propose various ethical codes. The present study aims to combine in a coherent approach these three disparate types of research, starting from the typologies of game elements implemented and the results obtained (positives = efficiency; negatives = risk). Given that (1) the results appear to be rather fragile, contradictory, inconclusive or in a tense relationship with the two typological extremes (e.g. the same mixing of game elements, PBL, is seen as ``positive'' and ``negative'' in different studies), (2) sometimes positive results are accompanied by cautious views or by pointing out potential obstacles or risks, (3) the highlighted risks concern broad categories of issues, the ethical perspective and the adequacy to educational-formative purposes becomes extremely necessary. Assuming, however, that academic studies are as contradictory as self-referential, this research seeks to expand the perspective with an additional and necessary counterpoint: a quantitative research aimed at collecting the opinions of potential beneficiaries of gamification in educational context on the necessity and content of an ethical code.