Rotman School Of Management University Of Toronto 3D Rankings
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The gamification of learning is an educational technology approach that seeks to motivate students by using video game design and game elements in learning environments. The objective is to boost engagement by attracting learners' attention and encouraging their ongoing participation in the learning process. Broadly defined, gamification is the process of defining the elements which comprise games, make those games fun, and motivate players to continue playing, then using those same elements in a non-game context to influence behavior. In other words, gamification is the introduction of game elements into a traditionally non-game situation. In the process of gamification of learning, two primary approaches are commonly used: serious games and structural gamification. Serious games are intentionally developed with educational objectives at their core. In these games, learning goals are integrated directly into the gameplay, allowing students to acquire knowledge and skills through immersive interactive experiences. For example, DragonBox is a math-based adventure game that teaches algebraic concepts through puzzle-solving. Similarly, iCivics places students in simulated civic roles such as campaigning for office, creating laws, or debating Supreme Court cases to teach government and citizenship. Another widely used example is Minecraft: Education Edition, which enables learners to explore subjects like science, history, and coding in a creative and collaborative environment. In contrast, structural gamification involves adding game-like features such as points, badges, leaderboards, and avatars to traditional classroom activities. Unlike serious games, the core instructional content remains unchanged; instead, these game elements are layered on top to boost motivation and engagement. Teachers might implement a reward system for completing a standard math worksheet, or use platforms like Kahoot! to deliver competitive quizzes. Tools like Google Forms can also be enhanced with digital badges to recognize student achievement in weekly assessments. While structural gamification can increase classroom participation and motivation, it may not lead to improved academic outcomes on its own. For gamification to be truly effective, it must move beyond superficial incentives and be meaningfully aligned with the desired learning outcomes. In educational settings, desired student behaviors resulting from effective gamification include increased class attendance, sustained focus on meaningful learning tasks, and greater student initiative. In addition to employing game elements in non-game contexts, it can actively foster critical thinking and student engagement. This approach encourages students to explore their own learning processes through reflection and active participation, enabling them to adapt to new academic contexts more effectively. By framing assignments as challenges or quests, gamified strategies help students develop metacognitive skills that enable them to strategize and take ownership of their learning journey. Gamification of learning does not involve students in designing and creating their own games or in playing commercially produced video games, making it distinguishable from game-based learning, or using educational games to learn a concept. Within game-based learning initiatives, students might use Gamestar Mechanic or GameMaker to create their own video game or explore and create 3D worlds in Minecraft. In these examples, the learning agenda is encompassed within the game itself. Some authors contrast gamification of learning with game-based learning. They argue that gamification occurs only when learning happens in a non-game context, such as a school classroom. Under this classification, when a series of game elements is arranged into a "game layer", or a system which operates in coordination with learning in regular classrooms, then gamification of learning occurs. Other examples of gamified content include games that are created to induce learning.
Article title : Gamification of learning
"Gamification Of Education (PDF) (Report). Research Report Series Behavioural Economics in Action. Rotman School of Management, University of Toronto. Archived..."
The Joseph L. Rotman School of Management commonly known as the Rotman School of Management, the Rotman School or just Rotman, is the University of Toronto's graduate business school, located in Downtown Toronto. The University of Toronto has been offering undergraduate courses in commerce and management since 1901, but the school was formally established in 1950 as the Institute of Business Administration, which was then changed to the Faculty of Management Studies in 1972 and subsequently shortened to the Faculty of Management in 1986. The school was renamed in 1997 after the late Joseph L. Rotman (1935-2015), its principal benefactor.
The school offers undergraduate, graduate and doctoral programs in business administration, finance and commerce, including full-time, part-time and executive MBA programs along with a Master of Finance program, a Master of Management Analytics, a Graduate Diploma in Professional Accounting, and a doctoral program, the Rotman PhD. Additionally, in collaboration with other schools at the university, it offers combined MBA degrees with the Faculty of Law (JD/MBA), the Faculty of Applied Science and Engineering (Skoll BASc/MBA), and the Munk School of Global Affairs (MBA/MGA); and Collaborative Programs in Asia-Pacific Studies and Environmental Studies. Out of 113 faculty members, 98% have doctorates. Roger Martin, who served as the school's dean from 1998 to 2013, is considered by Business Week as one of the most influential management thinkers in the world.
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