{"title":"Disruptive Timetables and Frameworks Within the Gamification of Critique and Peer Review","authors":"Justin B. Makemson","doi":"10.1111/jade.12536","DOIUrl":null,"url":null,"abstract":"<p>Researchers define gamification as the phenomenon of creating “gameful experiences” and the use of “game mechanics” in non-gaming contexts (Deterding <i>et al.</i> 2011; Hamari <i>et al.</i> 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.</p>","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 4","pages":"631-645"},"PeriodicalIF":1.1000,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Art & Design Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jade.12536","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"ART","Score":null,"Total":0}
引用次数: 0
Abstract
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.
期刊介绍：
The International Journal of Art & Design Education (iJADE) provides an international forum for research in the field of the art and creative education. It is the primary source for the dissemination of independently refereed articles about the visual arts, creativity, crafts, design, and art history, in all aspects, phases and types of education contexts and learning situations. The journal welcomes articles from a wide range of theoretical and methodological approaches to research, and encourages submissions from the broader fields of education and the arts that are concerned with learning through art and creative education.
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