ARE ONLINE LEARNING PLATFORMS GAMIFIED?
DOI:
https://doi.org/10.28925/2414-0325.2025.194Keywords:
gamification, pointsification gamification, game design, online platforms, online learning, digital educationAbstract
The article examines the current state of gamification and game design integration within Ukrainian online learning platforms. It systematises key game mechanics used to construct an observation matrix for both content-oriented platforms (Coursera, edX, Prometheus, EdEra) and instructor-oriented ones (Google Classroom, Moodle, MS Teams). The study revealed that most educational environments integrate gamification only declaratively, restricting it to basic administrative features such as points, rankings, and certificates, while lacking deeper elements of game design, narrative, or immersion. A survey of higher education lecturers confirmed these findings: educators acknowledge the motivational potential of gamification but employ it mainly at an elementary level due to limited time, insufficient methodological resources, lack of gaming experience, and technical constraints. The study highlights that the MDA (Mechanics–Dynamics–Aesthetics) and DPE (Design–Play–Experience) models should serve as conceptual frameworks for developing learning platforms as pedagogical frames of tactics and experiential learning. This indicates an ongoing convergence between the gaming industry, information technology, and pedagogy. The article outlines prospects for the development of gamified educational environments, particularly through the integration of artificial intelligence (AI assistants such as Gembot in Google Classroom), which may act as interactive game characters. The need for systematic monitoring of Ukrainian online platforms and the expansion of respondent samples to ensure result representativeness is emphasised. The paper provides recommendations for improving gamification and game design practices in digital education.
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