Sammendrag
This paper reports a case study in which some students in a large-scale gamification
implementation project wrote a script that automated their progression. The incident
was followed with multi-sited ethnography and analysed through the lens of
Goffman’s frame analysis. Based on chat logs, mail correspondence, data on user
behaviour in the learning management system, informal conversations and student
interviews, the study shows that different actors have somewhat different
perceptions of gamification, as they framed the incident with the script in different
ways. The students saw their actions as a form of resistance and activism towards
problematic game design and had a desire to uphold specific tech-student
identities. The gamification designers treated the incident as an act of playfulness
and display of technological skills. The university, on the other hand, framed the
incident as cheating. The study highlights the need for educational institutions to
be knowledgeable about games and gaming behaviour if they want to implement
gamification.
Vis fullstendig beskrivelse