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Narrative for Gamification in Education: Why Should you Care?

Toledo Palomino, Paula and Toda, Armando M. and Oliveira, Wilk and Cristea, Alexandra I. and Isotani, Seiji (2019) 'Narrative for Gamification in Education: Why Should you Care?', 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) Maceio, Brazil, 15-18 July 2019.


Gamification applied to education studies are focusing to encourage students to perform specific tasks, however many of these studies are still inconclusive about how much gamification can influence engagement. Also, the frameworks used to apply gamification in those systems are mainly structural (e.g. scoring and ranking systems) rather than content frameworks (where the game elements are applied to the content). Therefore, this paper aims at creating a narrative definition exclusively for gamification purposes. First, we developed an empirical research starting with a literature review of the narrative concept in other medias, such as games. Then, we mapped these definitions into features and crossed the similarities and differences across them, to find a common ground that could be applied in gamification contexts. Our results show that the narrative element definition to use in gamification contexts best drifts from the games ones, however its definition is unique to the point it could be isolated and used in future frameworks. We also found that the characteristics of this concept resembles some of User Experience.

Item Type:Conference item (Paper)
Full text:(AM) Accepted Manuscript
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Publisher statement:© 2019 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.
Date accepted:No date available
Date deposited:03 November 2021
Date of first online publication:02 September 2019
Date first made open access:03 November 2021

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